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Library  of 


O^.Van  Liew 


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Ibeatb's  Ibistorical  Series 


STUDIES 


AMERICAN    HISTORY 


BY 


MARY   SHELDON   BARNES 

ASSISTANT  PROFESSOR  MODERN  HISTORY  IN  LELAND  STANFORD  JUNIOR 

UNIVERSITY;  FORMERLY  PROFESSOR  OF  HISTORY 

AT  WELLE SLEY  COLLEGE 


Eeadjer's  ffiamtal 


BOSTON,  U.S.A. 
PUBLISHED  BY  D.  C.  HEATH  &  CO. 

1893 


COPYRIGHT,  1892, 
BY  MARY  SHELDON  BARNES. 


tf  ottooo 

J.  S.  Gushing  &  Co.  —  Berwick  &  Smith. 
Boston,  Mass.,  U.S.A. 


TABLE   OF   CONTENTS. 


PART  I.  —  GENERAL  CONSIDERATIONS  AND  DIRECTIONS:  — 

1.  Aim  and  plan  of  Studies  of  American  History . 

2.  Previous  work  in  history  ........  3 

3.  The  sources  of  history .4 

4.  The  narrative  of  history 4 

5.  Patriotic  and  ethical  aims  in  history  6 

6.  The  study  of  local  history 7 

7.  Management  of  recitation,  based  on  studies  from  the  sources  .  13 

8.  Reading  and  library  work 15 

9.  The  historical  scrap-book 17 

10.  Public  exercises 18 

11.  Sample  lesson  on  Oregon  question  and  Oregon  Trail       .         .  19 

12.  Teacher's  bibliography 23 

PART  II.  —  SUMMARIES,  SPECIAL  NOTES  AND  SUGGESTIONS,  AND 
BIBLIOGRAPHICAL  AIDS  FOR  THE  USE*  OF  THE 
TEACHER  IN  CONNECTION  WITH  EACH  LESSON. 


54-H53 


STUDIES  IN  AMERICAN  HISTORY. 


1,    AIM  AND   PLAN   OP   STUDIES   IN  AMERICAN   HISTORY, 

THE  distinction  of  this  book  is,  that  Columbus,  Washington, 
Boone,  and  the  other  makers  of  America  have  been  its  chief 
authors,  the  editors  having  thrown  in  only  such  connections  and 
made  such  omissions  as  were  necessary  to  make  a  short,  continuous, 
and  intelligible  narrative.  The  book  is  thus  extracted  from  the 
very  sources  of  history,  and  forms  in  itself  a  small  collection  of 
these  sources. 

These  extracts  from  the  sources  are  arranged  in  seven  groups  of 
lessons,  each  group  dealing  with  one  of  the  large  aspects  of  our 
history.  The  first  group  is  a  mere  introduction,  teaching  something 
of  the  history  of  geographical  knowledge  and  discovery  before  the 
time  of  Columbus ;  the  second  is  taken  from  the  letters,  journals, 
and  stories  of  the  men  who  discovered  one  or  another  part  of  our 
great  continent ;  the  third  group  is  taken  from  the  records  of  the 
days  when  Englishmen  began  to  settle  all  along  our  Atlantic  coast ; 
the  fourth  tells  us  how  it  was  that  these  Englishmen  in  America 
grew  discontented  with  the  rule  of  their  king,  fought  against  him, 
and  finally  won  their  total  independence  of  England,  becoming  the 
United  States  of  America ;  in  the  fifth  group  we  see  the  territorial 
growth  of  our  people  westward  from  the  Alleghanies  to  the  Golden 
Gate,  and  their  constitutional  growth  from  the  Confederation  to  the 
Union ;  the  sixth  group  is  taken  from  the  records  of  our  great 
civil  strife ;  and  the  seventh  and  last  from  those  of  the  completed 
Union.  At  the  close  of  each  group  are  placed  reference  maps  and 
chronological  lists  in  the  period  covered,  by  means  of  which  the 
student  can  gain  more  general  views  than  from  the  special  studies 

1 


2  STUDIES   IN   AMERICAN   HISTORY. 

in  the  groups,  and  which  he  can  use  as  references  in  his  reading  and 
study. 

The  particular  lessons  in  each  group  are  chosen  with  reference  to 
bringing  out  into  strong  relief  the  salient  points,  ideas,  and  charac 
ters  of  each  epoch ;  they  present  TYPES  whose  study  will  enable  us 
to  interpret  and  understand  the  historical  whole.  This  historical 
whole,  meanwhile,  can  be  seen  by  the  study  of  the  lists  and  maps, 
which  present,  so  to  say,  the  historical  background  to  which  the 
types  give  a  foreground  of  distinct  form  and  color. 

The  pictures  have  been  chosen  with  reference  to  the  same  prin 
ciple,  that  in  history  we  should  press  as  close  to  the  time  and  its 
actors  as  the  veil  of  time  permits ;  they  have  therefore  been  taken, 
like  the  text,  in  nearly  every  case,  from  the  sources.  The  artist  of 
an  age  should  picture  it  for  us  as  its  writers  and  actors  tell  us  its 
story,  so  that,  by  still  another  avenue,  we  may  reach  more-  nearly 
the  point  of  view  of  those  we  study.  The  pictures  are  a  part  of 
the  historical  material,  so  that,  in  any  historical  text,  the  illustra 
tions  should  be  taken  from  photographs  or  sketches  of  places,  relics, 
scenes,  and  monuments,  and  from  engravings  of  authentic  portraits 
and  contemporary  prints.  The  teacher  in  the  class-room,  of  course, 
need  not  be  so  closely  confined;  he  can  use  the  artist's  representa 
tions  of  historical  scenes  and  characters  just  as  he  would  use  those 
of  the  poet.  But  the  historian  should  confine  himself  strictly  to 
what  he  knows,  and  not  mix  it  with  what  he  thinks  or  fancies  or 
wishes. 

Such  is  the  first  distinction  of  these  /Studies  —  the  fact  that  they 
deal  with  historic  records  at  first  hand,  as  the  geologist  deals  with 
fossils,  the  botanist  with  plants.  Their  second  distinction  is  that 
they  use  these  sources,  not  as  interesting  illustrations,  but  as  a 
means  of  genuine  historical  study.  In  this  work  the  studies  are 
very  simple,  are  directed  by  the  questions  given  after  each  lesson, 
and  may  be  made  entirely  from  the  material  given,  without  recourse 
to  libraries.  It  is  believed  that  the  work  is  of  the  simplest  kind 
possible  to  real  historic  study.  The  questions  given  cannot  be 
answered  directly  from  the  words  of  the  text,  but  their  answers  are 


PREVIOUS    WORK   IN   HISTORY.  3 

involved  in  its  contents.  Thus,  on  page  6,  Question  13,  we  ask: 
"  About  what  countries  did  the  Eomans  know  that  Herodotus  did 
not?"  This  question  can  only  be  answered  by  comparing  the 
countries  put  down  in  Ptolemy's  map  with  the  description  of  the 
world  given  from  Herodotus.  So  with  the  first  question  asked  on 
the  same  page :  "  How  long  ago  did  the  men  of  Tyre  and  Sidon 
live  ? "  The  text  says  that  they  lived  a  thousand  years  before 
Christ,  so  that  to  answer  this  question  the  pupils  must  perform  a 
simple  addition,  and  must  be  perfectly  sure  that  they  know  the 
foundation  of  their  chronology.  Of  such  style  are  the  questions 
throughout  the  book.  They  demand  of  the  pupil  independent 
thought,  feeling,  arid  expression,  instead  of  asking  him  to  read  and 
repeat  the  opinions,  sentiments,  and  words  of  others. 


2,    PKEVIOUS  WORK  IN  HISTOET, 

These  Studies  do  not  necessarily  imply  any  'previous  work  in  his 
tory.  It  would  be  desirable,  perhaps,  to  have  had  them  preceded 
by  a  §eries  of  disconnected  oral  lessons,  biographical  in  their  char 
acter,  or  by  such  supplementary  reading  as  Nina  Moore's  Pilgrims 
and  Puritans,  Longfellow's  Hiawatha,  Hawthorne's  various  child's 
books  founded  on  our  colonial  history.  But  set  work  out  of  books 
would  be  a  positively  injurious  preparation.  Before  the  child  is 
ready  to  study  history  he  should  simply  become  familiar  with  its 
elements,  in  biographies,  stories,  pictures,  and  objects.  He  should 
not  be  forced  to  the  study  of  these  elements  before  he  is  mature 
enough  to  do  real  work  with  them.  It  is  possible  for  quite  young 
children  to  memorize  the  opening  sentences  of  the  Declaration  of 
Independence;  but  it  is  very  doubtful  whether  they  derive  any 
benefit  from  it  before  the  time  when  they  can  understand  the 
meaning  of  liberty,  happiness,  and  government,  as  seen  in  actual 
concrete  examples ;  and  that  is  the  only  way  in  which  any  one 
ever  comes  to  understand  them. 


STUDIES   IN   AMERICAN    HISTOBY. 


3,    THE  SOUKCES   OF  HISTOEY, 

What,  then,  are  these  sources  or  materials  of  history  ?  They  con 
sist  of  monuments,  relics,  and  records.  The  ruined  brick  church  at 
Jamestown,  the  crumbling  adobe  at  San  Diego,  the  animal  mounds 
of  Wisconsin,  the  Old  South  Church  in  Boston,  the  graves  at 
Gettysburg,  —  these  are  monumental  sources ;  the  old  colonial  uni 
form,  the  old  Delft  plate,  the  Indian  tomahawk,  the  camp  furni 
ture  of  Washington,  are  what  we  might  call  bric-a-brac  sources ; 
while  of  records  the  world  seems  full  when  once  you  begin  to  see 
them,  —  old  letters  with  strange  old  stamps,  and  broken  seals  of 
red ;  old  sermons,  their  cramped  handwriting  crowding  close  to  the 
margin  of  the  paper;  old  charters  of  curling  yellow  parchment,  with 
royal  seals  dangling  at  the  end ;  old  maps,  out  of  all  proportion  and 
strangely  scribbled  over  with  uncouth  names,  but  giving  a  vivid  notion 
of  the  mysterious  nature  of  the  world  in  which  their  makers  lived ; 
new  maps,  crowded  close  with  the  names  of  a  thousand  cities,  towns, 
and  villages,  and  netted  with  railroads;  endless  newspapers  and 
books  in  the  great  libraries ;  endless  diaries  and  autobiographies : 
of  soldiers,  written  in  camp  and  field ;  of  pioneers,  written  on  the 
lonely,  adventurous  frontier ;  of  statesmen,  written  after  long  days 
spent  in  Congress,  convention,  or  committee  ;  of  women,  written 
in  long  anxious  hours,  while  men  were  fighting,  or  ploughing  in  the 
shadow  of  Indian-haunted  woods.  Such  the  sources  ;  the  list  of  four 
hundred  and  twenty-three  books,  papers,  and  magazines  given  at  the 
close  of  the  Studies,  is  but  a  scant,  though  suggestive  bibliography 
of  these  materials. 


4,    THE  NAEEATIVE   Or  HISTOEY. 

But  how  fares  the  narrative  in  this  use  of  the  sources  ?  What 
narrative  do  you  wish  ?  The  story  of  the  Constitution  ?  The  story 
of  the  development  of  States  ?  The  story  of  our  schools  ?  Choose 
what  you  will,  and  then  choose  the  sources  in  which  your  topic  lies 


THE  NARRATIVE   OF   HISTORY.  5 

enfolded.  Is  it  the  Constitution  ?  Then  you  need  the  Constitution 
itself,  the  debates  of  the  Constitutional  Convention,  the  constitutions 
of  the  States,  of  the  old  Confederation,  of  the  Southern  Confederacy, 
of  England, — so  much  at  least.  And  what  will  tie  them  together  ? 
First,  your  choice  of  a  topic  gives  them  unity ;  then  you  must  give 
them  further  unity  by  a  chronological  arrangement  which  will  show 
development ;  lastly,  you  will  give  them  a  logical  unity  by  a  study 
which  will  reveal  their  inner  relations  of  cause  and  effect.  But 
when  you  have  done  all  this,  it  is  not  a  narrative  that  you  have ; 
it  is  a  drama,  the  interaction  of  life  in  the  deeds  and  words  and 
passions  of  its  various  actors. 

In  this  book,  materials  are  given  along  three  lines,  giving  the 
foundation  for  three  distinct  movements  :  first,  along  the  line  of  de 
velopment  of  the  territory  and  its  population :  this  story  is  based  on 
the  studies  in  the  first  two  groups,  on  those  of  the  third  group  except 
7,  8,  11,  on  13  and  15  of  group  four,  on  6,  15-19  of  group  five,  on  3 
of  group  seven.  The  second  line  followed  is  that  of  the  development 
of  the  Constitution,  based  on  studies  7,  8,  11  in  group  three,  on  the 
whole  of  group  four  except  13,  on  1-5  and  9-12  of  group  five,  on  the 
whole  of  group  six  except  5,  and  on  scattered  work  in  the  last  group  ; 
the  third  line  followed  is  that  of  the  material  development  of  our 
country,  treated  definitely  in  the  various  lessons  on  Trade  and  Life. 
The  extracts  have  been  chosen  with  reference  to  these  three  lines  of 
work,  and  with  definite  reference  to  giving  material  that  will  leave  a 
continuous  story  of  our  development  along  these  lines  in  the  minds 
of  the  pupils ;  yet  further,  all  these  various  movements  combine  like 
the  acts  of  a  play  into  the  great  continued  drama  of  the  United 
States,  a  drama  whose  characters  are  all  the  men,  women,  and  chil 
dren  in  the  country,  whose  time  extends  over  hundreds  of  years, 
whose  theatre  is  a  magnificent  scene  of  river,  mountain,  ocean  — 
whose  interest  centres  about  the  growth  of  an  empire  and  a  character, 
—  a  land,  a  man,  a  state.  This  drama  unfolds  itself  before  us  in 
never-ending  play  of  action,  whose  meaning  and  relations  we  must 
interpret  for  ourselves  as  the  drama  plays  along  from  act  to  act. 


STUDIES    IN   AMERICAN   HISTORY. 


5,    PATKIOTIO   AND   ETHICAL   AIMS   IN   HISTORY, 

It  is  no  more  the  part  of  the  severe  muse  of  history  to  turn  Sun 
day-school  teacher  than  to  turn  clown.  Her  business  is  to  tell  the 
truth  straight  and  fair.  The  teacher  may  indeed  take  the  truth  she 
tells  and  make  it  the  basis  of  ethical  instruction.  Indeed,  all  sound 
ethical  teaching  must  be  based  at  last  on  fact,  and  history  furnishes 
a  rich  mine  of  such  facts  for  the  preacher  and  teacher.  But  the 
business  of  the  historian  is  to  find  out  the  fact,  not  to  moralize  upon 
it.  For  instance,  it  is  not  his  business  to  prove  that  slavery  was 
right  or  wrong.  His  business  is  to  find  out  what  were  its  causes, 
under  what  conditions  it  continued  to  exist,  what  were  the  causes  of 
its  downfall,  what  were  its  effects  upon  the  slave  and  the  slave 
holder.  The  business  of  the  statesman  and  the  moralist  is  to  pass 
judgment  on  these  facts,  and  decide  whether  slavery  is  best  or  not. 

We  have  dwelt  upon  this,  because  it  is  a  common  opinion  that  one 
great  use  of  history  is  its  ethical  teaching.  This  is  undoubtedly 
true  ;  but  its  ethical  teaching  can  only  come  safely  from  the  concrete 
presentation  of  the  historical  facts.  These  facts  contain,  if  it  is 
anywhere  to  be  found,  the  vision  of  justice  and  injustice,  of  oppres 
sion  and  liberty ;  and  this  vision  it  is  on  which  we  must  depend  to 
rouse  the  feelings  of  love  and  hate  in  the  beholder.  Not  sermons, 
but  parables,  are  the  teachings  of  history. 

So  with  the  teaching  of  patriotism  through  history.  We  cannot 
teach  children  to  be  good  patriots  or  citizens  by  telling  them  over 
and  over  to  be  such  ;  but  we  must  show  them  a  country  great  and 
fair,  with  a  thousand  picturesque  associations  with  the  past, 
sacred  to  liberty  and  happiness,  the  home  of  heroes,  and  love  for 
such  a  country  will  take  care  of  itself.  Such  a  love  is  not  to  be 
aroused  in  young  minds  by  the  bare  study  of  abstractions  such  as 
constitutional  history  demands :  the  Indian,  the  soldier,  the  fur- 
trapper,  the  sailor,  are  the  guides  who  must  take  him  in  hand  at 
first,  and  attach  his  interest  and  his  love  to  the  mountains,  plains, 
and  lakes  of  his  native  land.  Here  lies  the  great  use  of  the  study 


THE   STUDY   OF   LOCAL   HISTORY.  7 

of  wars,  which  shows  us  a  people  under  the  stress  and  strain  of 
great  and  painful  circumstance,  acting  together,  enduring  and  dar 
ing  for  a  common  good.  Wars  thus  become  watchwords  of  heroism, 
banners  of  memory,  bonds  of  blood-kinship  to  a  people.  In  the 
study  of  the  heroic  deeds  of  peace  arid  war  you  lay  a.  concrete  basis 
for  patriotism,  without  saying  a  word  about  it.  We  love  what  is 
great  and  fair,  in  spite  of  ourselves.  Do  not  tell  us  then  to  love, 
but  show  us  what  is  great  and  fair. 


6,    THE  STUDY   OP  LOCAL  HISTOET, 

In  local  history  alone  can  the  teacher  most  nearly  bring  his  pupil 
face  to  face  with  all  the  sources,  and  give  him  the  best  training  that 
history  has  for  him  in  accuracy,  the  nice  weighing  of  evidence,  the 
sympathetic  interpretation  of  the  past.  In  the  second  place,  through 
local  history  the  citizen  finds  a  close  and  intimate  connection  with 
the  great  whole.  The  hills  and  valleys  of  his  childhood  take  on 
the  glamour  of  romance  that  always  comes  from  the  touch  of  a 
bygone  life.  Here  the  Indians  smoked  about  their  council-fires ; 
here  passed  a  Spanish  knight,  armed  cap-a-pie;  here  a  pioneer  first 
broke  the  soil,  and  stood  ready,  gun  in  hand,  to  protect  his  home 
from  all  invaders,  whether  wild  beasts  or  wild  men ;  here  men 
sprang  armed  to  conflict;  here  they  suffered  and  died  for  liberty, 
independence,  or  perchance  for  human  freedom.  ,  Thoughts  like 
these  add  beauty,  pathos,  and  meaning  to  the  poorest  landscape, 
and  give  to  common  life  the  touch  of  poetry.  The  traveller  in 
Europe  realizes  this,  as  he  sees  the  pride  and  love  with  which  the 
common  people  look  upon  their  historic  monuments.  The  great 
Cathedral  of  Siena,  the  exquisite  bronzes  of  Florence,  the  memories 
of  Tell  among  the  Swiss  mountains,  of  Napoleon  and  Louis  the 
Great  in  Paris,  —  from  these  breathe  poetry  and  wonder  for  the 
child,  and  an  atmosphere  of  charm  which  always  lingers  in  his 
mind  and  eye. 


8  STUDIES   IN   AMERICAN    HISTOEY. 

In  America,  our  local  history  has  not  yet  received  its  full  develop 
ment.  We  have  been  careless  of  our  monuments  and  relics,  which, 
to  be  sure,  are  of  a  different  sort  from  those  of  Europe,  though  no 
less  interesting  and  important  to  preserve;  we  have,  as  yet,  no 
growth  of  song  and  story,  clinging  like  green  vines  about  the  broken 
fragments  of  the  past ;  worst  of  all,  we  do  not  know  our  local 
history.  Now  all  this  the  teacher  can  do  much  to  change. 

First  of  all,  let  him  ask  himself :  What  are  the  connections  of  my 
city,  town,  or  vicinity,  with  the  general  history  of  the  country  ? 
Take,  for  instance,  my  own  native  place,  Oswego,  a  dull  little  city  on 
our  northern  frontier,  lying  asleep  by  the  blue  waters  of  Ontario. 
Commonplace  enough  it  looks,  and  no  great  man  and  no  great  deed 
has  signalized  it;  but  let  me  tell  you  its  connections.  First  of  all, 
its  Indians  were  the  fierce  Iroquois,  best  of  all  the  fighting  tribes ; 
their  songs  and  traditions  still  live  among  their  descendants ;  their 
manners  and  customs,  their  village  and  forest  life,  are  minutely 
described  in  the  relations  of  the  Jesuits ;  in  the  soil  are  still  found 
their  arrow-heads,  —  and  on  their  reservations  they  still  make  their 
primitive  wares  and  fabrics.  In  the  Colonial  period,  we  have  con 
nections  with  Champlain,  the  Jesuits,  and  the  fur-traders  ;  there  was 
still  a  trace  of  the  old  French  settlement  left  when  I  was  a  child ; 
there  are  old  maps  to  be  seen,  showing  Oswego  as  a  wild  wilderness 
with  a  fort,  a  river,  a  few  canoes  and  huts.  In  the  French  and 
Indian  War,  we  were  an  important  frontier  post,  for  which  the  French 
and  British  fought  back  and  forth.  Of  the  old  forts  there  still 
remain  the  well-authenticated  sites.  With  the  Revolution  we  had 
but  little  connection,  but  with  its  close  the  period  of  our  growth 
began.  We  were  in  the  current  of  the  great  commercial  and  indus 
trial  wave  which  came  from  the  opening  of  the  Welland  and  the  Erie 
canals.  The  lake  was  white  with  sails,  and  every  wind  blew  us  in 
the  lumber  of  Michigan  and  the  wheat  of  Ohio  and  Illinois.  In 
memory  of  this  time,  still  stands  our  noble  lighthouse  and  the  long 
stone  pier,  badly  fallen  to  ruin,  the  green  grass  springing  up  between 
the  stones,  and  old  wharves,  grass-grown  too,  where  idle  boys  fish 
long  afternoons  in  the  sun,  while  the  tall  elevators  have  one  by  one 


THE    STUDY    OF    LOCAL    HISTORY. 

been  turned  to  other  uses  or  have  fallen  to  decay  ;  for  our  greatness 
and  wealth  passed  away  with  the  opening  of  the  railroad,  whose 
great  line  of  the  Central  passed  to  the  south  of  us ;  our  fine  canal 
with  its  locks  suffered  decay  as  well,  —  and  the  old  taverns  with 
their  wide  piazzas  were  deserted  and  haunted  places.  Still,  life 
went  on  in  Oswego,  and  when  the  Civil  War  came,  we  sprang  to  arms 
with  the  North  ;  our  fields  were  white  with  tents  ;  in  a  long  shed  on 
the  lake  shore  our  soldiers  ate  their  rations ;  along  our  streets  they 
marched  away  with  tears  and  loud  huzzas.  To  many  and  many  a 
house  came  back  the  stories  of  the  heroes,  freezing,  fighting,  starving, 
dying  for  what  they  deemed  the  right.  We  children  picked  lint  for 
the  hospitals ;  one  of  our  women  marched  away  with  her  husband, 
and  became  a  nurse,  well  remembered  and  much  beloved ;  a  staunch 
old  preacher,  white-haired  and  ruddy-faced,  almost  worshipped  by 
his  people,  prayed  every  Sunday  to  the  God  of  battles  to  strengthen 
the  hands  and  the  hearts  of  the  North. 

But  I  need  go  no  further,  though  this  by  no  means  tells  the  story 
of  the  dull  little  town.  What  I  have  said  is  to  indicate  the  lines  of 
enquiry;  the  next  thing  is  to  see  what  the  Oswego  teacher  will  do 
with  all  this  wealth  at  his  command.  We  have  already  seen  the 
value  and  the  power  of  the  source  in  history;  the  Oswego  teacher  in 
Oswego  can  use  this  for  all  that  it  is  worth.  In  the  library  he  will 
find  four  great  volumes  of  the  documentary  history  of  New  York. 
In  these  volumes,  the  old  maps,  the  old  Jesuit  relations,  the  lists  of 
New  York  governors,  the  old  military  reports  are  all  embodied.  He 
will  set  the  children  hunting  there ;  ask  one  to  find  the  first  map 
which  has  Oswego  placed  upon  it ;  another  to  find  who  were  the  first 
people  who  came  there,  and  what  they  came  for ;  suck  these  books 
dry  of  all  they  can  tell  about  Oswego.  He  will  go  with  his  pupils 
to  the  county  clerk's  office  and  see  what  they  can  find  there  of  the 
early  government,  of  the  first  mayor,  of  the  first  common  council,  the 
first  board  of  education  ;  above  all,  they  will  hunt  up  the  old  maps 
of  the  city.  He  will  take  his  pupils  to  the  fort,  let  them  see  why  it 
is  placed  well  for  defence ;  take  them  to  the  soldiers'  graveyard, 
lying  desolate  on  the  hill,  and  let  them  wander  among  the  graves  and 


10  STUDIES    IN   AMERICAN   HISTORY. 

read  the  old  inscriptions ;  take  them  along  the  wharves  and  the  pier, 
and  setting  them  in  the  sun,  let  them  write  out,  pencil  and  paper  in 
hand,  as  well  as  they  can,  a  description  of  how  it  looked  in  1830 ; 
what  features  of  the  picture  were  emphasized  then,  and  what  have 
vanished;  what  have  been  added,  or,  perhaps,  a  contrast  of  1830 
with  1890.  He  will  set  them  to  ransacking  their  own  homes  for  old 
letters,  old  newspapers,  old  relics,  old  bits  of  pottery,  old  costume, 
old  weapons.  He  will  ask  some  old  soldier  of  the  Civil  War  to 
come  to  the  school  and  tell  his  story  of  the  camp  and  the  field. 

This  work  with  the  sources  must  precede  all  else,  and  much  of  it 
is  especially  fitted  to  be  the  very  first  work  done  in  history.  Even 
young  children  will  appreciate  the  expeditions  to  points  of  interest, 
and  will  get  something  of  the  feeling  of  history.  The  next  work  is 
for  the  teacher  and  his  pupils  to  reconstruct  the  local  history  and 
give  it  its  connections.  Now  the  material  is  all  gathered,  comes  the 
time  to  question  it.  Now  is  the  time  for  essays,  classified  collec 
tions,  public  exercises,  note-books,  and  all  the  rest  of  the  parapher 
nalia  of  study. 

The  questions  which  should  guide  the  study  in  the  case  of  Oswego 
would  be  something  as  follows  :  — 

First  of  all,  What  was  the  Indian  population  here  ?•  What  were 
their  manners  and  customs,  their  thoughts  and  beliefs  ?  What  was 
their  welcome  to  the  white  man,  and  what  has  become  of  them 
now  ?  Then,  Who  were  the  first  explorers  and  settlers  ?  Where 
did  they  come  from,  and  why  did  they  come  ?  Why  did  they  settle 
in  this  particular  place  ?  What  was  their  character,  their  education, 
their  ideals,  their  faith  ?  How  did  they  make  a  living  in  their  new 
home  ?  What  were  the  routes  by  which  they  came  and  by  which 
they  were  tied  to  the  general  net  of  civilization  ? 

Had  we  any  connection  with  any  of  the  wars  of  the  Republic  ? 
Were  any  of  our  people  at  Valley  Forge,  at  Yorktown,  at  Lundy's 
Lane,  at  Gettysburg  ?  Who  were  our  heroes  in  these  wars  ?  Again, 
What  connections  have  we  had  with  the  political,  intellectual,  and 
artistic  world  ?  Has  there  been  a  scholar,  a  statesman,  a  poet,  who 
was  born  in  Oswego,  or  who  loved  Oswego  as  a  home  ? 


THE   STUDY   OF   LOCAL   HISTORY.  11 

I  have  been  thus  particular  about  questions  which  should  be 
asked,  because  I  could  thus  most  easily  reveal  the  wealth  which 
this  vein  of  local  history  may  possess. 

One  important  outcome  of  these  local  studies  should  be  the  forma 
tion  of  local  historical  collections.  These  should  be  the  result  of 
the  joint  labors  of  the  pupils  and  teachers  of  the  whole  locality, 
working  together  in  a  club.  This  museum  should  gather  to  itself 
the  visible  remains  of  the  whole  history.  It  should  contain  Indian 
relics,  pictures  of  native  Indians,  photographs  of  historic  sites  and 
buildings,  all  the  historic  maps  of  the  locality,  photographs  or  other 
pictures  of  citizens  who  have  been  prominent  at  critical  periods,  old 
costumes  and  uniforms,  old  dishes,  utensils,  and  tools,  coins,  stamps, 
and  portraits,  —  everything,  in  short,  which  serves  as  a  material  link 
between  then  and  now.  There,  too,  should  be  found  the  files  of 
local  newspapers,  made  as  complete  as  possible,  and  as  soon  as  pos 
sible  firmly  bound.  Letters,  diaries,  manuscripts  which  have  a 
local  historic  value  should  be  collected  and  bound,  or  preserved  in 
legible  and  authentic  copies,  the  originals  being  preserved  for  the 
occasional  reference  of  scholars.  All  the  literature  that  has  gathered 
about  the  place  should  also  be  gotten  together,  —  any  poems,  novels, 
biographies,  which  celebrate  the  place  or  its  citizens.  The  old 
people,  the  old  soldiers,  should  write  out  or  dictate  their  recollec 
tions,  and  these  manuscripts  be  added  to  the  local  collections. 

There  is  still  another  class  of  sources  we  should  save  from 
oblivion, — those  of  our  foreign  immigrants.  In  every  town,  in 
every  place,  there  is  a  large  body  of  European  immigrants.  Where 
did  they  come  from  ?  Have  they  any  pictures  of  their  old  homes  ? 
Why  did  they  select  this  for  their  new  home  ?  What  differences 
do  they  find  between  the  old  and  the  new  ?  Perhaps  they  were 
Irish  driven  out  by  famine,  Germans  driven  out  by  the  conscrip 
tion,  Italians  by  heavy  taxes  and  an  extreme  of  poverty  of  which 
we  do  not  dream.  In  nine  cases  out  of  ten  their  stories  will  be 
found  to  have  interest  and  meaning,  and  should  find  a  niche  of 
their  own  in  the  museum  and  library  of  local  history. 

But  should  we,  in  local  history,  deal  with  all  the  dull  periods, 


12  STUDIES   IN   AMERICAN   HISTORY. 

make  it  a  point  to  know  the  history  thoroughly  year  by  year,  or 
deal  with  the  salient  points,  the  vital  connections  ?  Are  we  to 
mention  such  details  as  smuggling  a  dozen  China  handkerchiefs  or 
a  bushel  of  salt,  or  the  complaint  of  a  citizen  that  his  street  is  not 
kept  in  good  order,  or  that  there  was  a  squabble  in  the  court-room 
on  such  a  day,  or  that  a  refractory  mustang  on  a  certain  Californian 
journey  tried  to  throw  an  imperial  commissioner  as  he  was  crossing 
a  stream,  or  that  the  said  commissioner  was  sea-sick  on  his  return, 
or  that  John  Mulligan,  a  native  of  Tullybamman,  Ireland,  came  to 
live  in  Syracuse? 

As  teachers,  we  must  deal  with  salient  points,  with  points  of  vital 
growth  and  large  connection.  But  in  order  to  gain  these  points,  to 
make  these  connections,  somebody  must  search  through  large  masses 
of  material  that  may  seem  of  very  little  use,  and  may  yield  little  of 
significance.  But  there  lies  the  way.  If  we  are  to  know  that  at  a 
certain  time,  in  a  certain  place,  men  lived  without  law  and  order 
until  their  misery  and  confusion  drove  them  to  some  effective  gov 
ernment,  you  can  only  reach  this  conclusion,  if  you  are  working 
with  the  sources,  by  reading  in  detail  about  this  bushel  of  salt 
smuggled  in,  that  fatal  quarrel  that  ended  with  a  shot,  the  disap 
pearance  of  this  herd  of  horses,  rifling  and  murder  on  this  or  that 
lonely  ranch.  Or  if  you  would  know  that  the  population  of  a  cer 
tain  place  came  mostly  from  Ireland  or  from  Spain,  how  can  you 
know  it  except  from  just  such  details  as  you  may  learn  from  the 
tombstone  or  the  marriage  record,  —  in  short,  from  such  details  as 
that  John  Mulligan,  native  of  Ireland,  came  to  live  in  Syracuse? 
The  pettiness  disappears  when  the  petty  detail  is  one  of  a  thousand 
strokes  that  paints  a  great  and  beautiful  picture.  Or  supposing  that 
the  petty  detail  is  essentially  petty,  has  no  significance  in  propor 
tion  to  the  general  whole,  is  but  a  splash  of  paint  on  the  wall, — 
is  it  not  worth  something  to  learn  what  to  reject  as  well  as  what 
to  accept  ?  to  know  what  has  no  worth  as  well  as  to  know  what  has 
a  story  to  tell,  a  place  in  a  picture  ? 

So  local  history  has  its  place  in  study  and  teaching,  a  place  which 
nothing  else  can  fill.  There  lies  finally  the  labor,  the  reality,  the 


MANAGEMENT    OF   RECITATION.  13 

very  ground  of  history.  There  the  citizen  finds  his  home  in  the 
great  world  of  time  as  well  in  the  great  world  of  space.  There  he 
learns  how  to  interpret  history  through  the  toil  and  heroism  of 
some  few  men  whose  works  he  has  seen,  whose  words  he  has  read, 
in  whose  footsteps  he  himself  daily  treads. 


7,    MANAGEMENT   OP   RECITATION  WHEN   STUDIES   PEOM    THE 
SOUKOES   ARE   USED, 

"  Learning  the  lesson  "  consists  in  studying  the  text  carefully  in 
connection  with  the  questions.  The  work  of  the  recitation-room 
is  to  collect,  discuss,  criticise,  and  arrange  the  answers.  The  study 
should  be  as  independent  and  solitary  as  possible,  the  recitation  as 
free  and  talkative.  The  teacher  must  criticise  closely  enough  to 
make  the  pupils  as  careful  as  their  age  allows,  and  not  so  much  as 
to  discourage  the  most  absolute  freedom  and  honesty  in  reporting 
the  results  of  individual  work.  When  the  answers  are  all  in,  the 
next  work  is  to  place  the  leading  points  before  the  pupils  in  some 
simple  tabular  arrangement,  striking  to  the  eye,  and  easily  kept  in. 
mind.  These  tabulated  points  are  those  on  which  reviews  and  ex 
aminations  are  to  rest.  • 

The  quotation  placed  at  the  head  of  each  study  is  intended  to 
give  the  literary  or  poetic  key  of  the  whole  lesson,  and  should  be 
learned  by  heart  and  recited  by  some  pupil  who  can  do  it  with 
spirit,  and  at  the  very  beginning  of  the  recitation.  In  cases  where 
the  lessons  are  too  long  for  the  recitation-hour,  some  of  the  ques 
tions  can  be  omitted,  their  answers  being  given  by  the  teacher  him 
self  as  supplementary.  In  cases  where  the  work  seems  too  long  for 
the  study-hour,  a  part  only  of  the  questions  may  be  given  out  to  all 
the  pupils,  the  rest  being  divided  among  the  various  members  of 
the  class. 

The  teacher  will  find,  too,  that  often  many  more  questions  are 
needed  in  order  to  bring  out  all  the  necessary  points,  and  he  must 


14  STUDIES   IN   AMERICAN   HISTORY. 

always  regard  the  work  as  suggestive,  rather  than  as  an  absolute 
model. 

In  cases  where  the  extracts  are  antique  in  form  and  spelling,  a 
very  good  spelling  and  rhetoric  exercise  may  be  made  of  them  by 
having  them  re-written  in  good  modern  English. 

The  Chronological  Lists.  —  The  lists  to  be  found  at  the  close  of  each 
group  of  studies  serve  two  purposes :  one  is  that  of  reference  throughout  the 
work  and  in  any  outside  reading  that  the  pupil  may  do ;  the  other  use  is 
indicated  by  the  studies  set  in  connection  with  them ;  namely,  their  study 
enables  the  pupil  to  obtain  the  general  view  of  the  group  which  he  has  been 
studying,  and  to  place  the  special  studies  in  their  relation  to  the  sum  total 
of  the  period.  The  lists  are  in  no  case  to  be  employed  as  memory-tasks ;  they 
are  simply  for  reference  and  study,  and  to  serve  as  a  general  background  for 
the  period. 

Ready-Memory  Work.  —  Although  the  aim  of  this  work  is  primarily  to 
give  our  pupils  the  chance  to  think,  yet  the  teacher  must  not  ignore  the 
time-honored  custom  of  having  the  pupil  tell  a  continued  story  sometimes 
from  memory;  so  from  time  to  time  he  should  ask  for  a  voluntary  oral 
reproduction  of  some  incident  or  story  known  to  have  been  read  within  the 
last  twenty-four  hours ;  as,  for  instance,  have  some  one  tell  all  he  can  re 
member  about  Columbus.  Let  the  recitation  be  made  without  interruption 
or  comment,  not  until  at  its  close  asking  for  criticisms  and  additions  by  other 
members  of  the  class.  Since  the  work  indicated  by  the  questions  calls  for 
rather  short  and  fragmentary  recitations  on  the  part  of  the  pupils,  it  is  par 
ticularly  well  that  the  teacher  should  have  exercises  from  time  to  time  that 
call  for  continuous  and  connected  thought  and  expression,  and  concentration 
of  the  memory  on  one  particular  topic.  This  excellence,  which  was  the  great 
value  of  the  old  memorizing  methods,  should  not  be  forgotten  entirely  in  the 
novelty  of  making  people  think.  The  man  who  can  tell  a  true,  connected 
story  has  a  valuable  accomplishment. 

Map  and  Note-Book  Work. — The  map  and  note-book  work  should  be 
an  important  and  prominent  part  of  the  work,  since  it  embodies  the  results 
of  the  pupil's  study  in  a  form  which  should  be  permanent,  easy  of  reference, 
and  as  handsome  as  may  be,  Each  pupil,  in  beginning  the  study,  should  be 
provided  with  the  materials  for  it.  He  should  have  four  or  five  colors  at 
his  command,  in  the  shape  of  colored  crayons  or  pencils  or  water  colors ; 
red  and  black  ink ;  outline  maps  of  the  number  and  kind  indicated  on 
page  ten  of  the  table  of  contents  of  the  Studies  ;  about  fifty  quarto  sheets  of 


READING    AND    LIBRARY    WORK.  15 

good  paper,  uniform  in  size,  and  a  pair  of  portfolio  covers  to  hold  these  and 
the  maps  neatly  in  place,  but  not  so  rigidly  as  a  bound  note-book  would  do. 
The  portfolio  note-book  has  many  advantages  over  the  bound  note-book,  the 
greatest  being  that  its  contents  can  be  shifted  and  added  to  at  will  as  one 
goes  on  with  the  work  or  has  new  and  better  plans  for  it.  As  long  as  things 
•are  alive  they  tend  to  change  form.  The  getting  of  these  materials  should 
be  a  lesson  in  co-operative  business,  and  should  be  done  as  much  as  possible 
by  the  children  themselves.  Each  child  should  make  his  own  covers,  the 
absolutely  essential  thing  being  two  pieces  of  pasteboard  the  right  size, 
joined  by  a  stout  piece  of  cloth  at  the  back,  and  tied  together  by  two  strings 
at  the  front.  The  pupils  should  make  them  rather  than  buy  them,  and 
should  be  encouraged  to  make  them  of  materials,  too,  which  he  can  find  for 
himself,  such  as  old  pasteboard  boxes,  odd  bits  of  tape,  leather,  linen,  and 
ribbon.  Their  making  should  be  allowed  for  as  a  part  of  the  school-work,  and 
those  which  are  superior  in  ingenuity  or  style,  but  not  in  expense,  should 
have  especial  attention  called  to  them.  They  should  be  made  so  as  to  ac 
commodate  about  fifty  quarto  sheets  of  paper,  together  with  the  outline 
maps,  folded  and  trimmed  to  size.  Outline  maps  ready  made  for  the  purpose 
can  be  bought  of  D.  C.  Heath  &  Co.,  of  Boston,  by  the  quantity. 

All  this  suggestion  may  seem  cumbrous,  yet  these  are  some  of  the  ways  in 
which  the  school  may  be  made  to  have  a  vital  relation  with  the  lives  of  the 
pupils.  As  far  as  possible  the  school  should  be  made  into  a  workshop,  a 
place  where  things  are  made  and  done. 

This  note-book  and  map  work  has  for  its  aims  in  training,  exactness,  neat 
ness,  finish,  and  order;  and  for  its  aims  in  knowledge,  the  fixing  of  facts  in 
large  general  relations  of  cause  and  effect,  of  time  and  space ;  and  upon  this 
work  examinations,  so  far  as  they  test  knowledge,  should  be  based. 


8,    BEADING  AND   LIBEAEY  WOKE, 

The  Studies  in  General  History  and  the  /Studies  in  American  His 
tory  were  made  because  no  teacher  who  did  not  have  access  to  large 
libraries  could  get  much  material  for  this  method  of  study.  They 
were  primarily  made  to  help  such  teachers,  so  that  even  the  poorest 
little  country  school,  without  any  pretense  to  a  library,  could  get 
some  "crumbs  from  the  Master's  table/'  some  fragments  from  the 


16  STUDIES    IN   AMERICAN   HISTORY. 

life-giving  source.  The  authors  were  naturally,  then,  at  first  some 
what  surprised  to  hear  the  question,  "  How  can  we  use  your  books 
without  a  large  library?"  and  replied,  "They  were  made  to  help 
you  just  when  you  did  not  have  a  large  library ;  to  give  you,  as 
nearly  as  possible,  just  what  you  would  like  to  have  copied  out  fromr 
a  large  library  for  the  use  of  your  pupils  ;  for  even  if  you  had  un 
limited  libraries  at  your  command,  you  could  only  use  fragments  in 
the  time  you  have."  But  it  has  lately  been  borne  in  upon  them 
that  the  use  of  this  method  makes  one  wish  to  see  the  wholes  from 
which  the  fragments  come,  makes  him  wish  to  select  his  own  frag 
ments,  makes  him  realize  that  in  a  library  he  must  search  for  more 
specimens  of  the  historical  kind.  Now,  the  need  for  these  speci 
mens  is  really  greater  when  the  teacher  of  history  approaches  his 
subject  with  a  little  narrative  manual  which  apparently  tells  him 
all  about  it,  than  when  he  has  even  a  small  collection  from  the 
sources.  Take  a  little  book  on  botany  which  tells  one  all  about 
plants  in  one  hundred  pages,  and  no  one  will  feel  the  need  of  a  plant 
collection ;  he  knows  all  about  it.  Take  a  few  plants,  put  them  into 
the  hands  of  the  pupils,  with  directions  how  to  study  them,  and  the 
pupil  at  once  comes  to  know  that  with  plants  alone  he  can  learn  to 
know  plants.  Plants  are  not  really  as  necessary  as  they  were  in  the 
first  instance,  for  the  book  was  dead  and  sealed  up;  whereas,  by 
even  a  little  study  of  plants,  he  has  come  into  contact  with  plant- 
life,  and  has  a  method  of  work.  So  with  history ;  after  one  has 
once  worked  with  the  sources,  he  has  felt  the  touch  of  the  life  of 
men,  and  seeks  for  it  again  where  first  he  felt  it.  But  give  him  to 
understand  that  he  has  all  the  wisdom  of  all  time  in  four  hundred 
pages,  arid  he  at  once  sinks  into  stupid  inactivity. 

In  the  supplementary  reading  indicated  at  the  end  of  each  study, 
a  few  only  of  the  best  books  have  been  named,  and  even  these  are 
too  many  for  any  ordinary  pupil  to  read  during  the  time  when  he 
is  going  to  school ;  but  they  will  not  all  be  accessible  to  any  one 
pupil  at  one  time.  It  is  not  desirable  to  force  the  matter  of  reading. 
The  text-book  is  so  arranged  as  not  to  demand  it,  and  if  the  studies 
are  thoroughly  done,  there  is  little  time  for  it.  If,  however,  the 


THE  HISTORICAL   SCRAP-BOOK.  17 

school  has  access  to  a  library,  the  teacher  may  often  send  special 
pupils  to  special  books,  instead  of  having  all  the  pupils  use  the 
extracts  given  in  the  text.  For  instance,,  if  the  lesson  is  upon  Marco 
Polo,  two  or  three  of  the  pupils  may  be  asked  to  read  the  whole 
chapters  from  which  the  given  extracts  are  taken,  and  to  report  on 
what  else  they  find  in  further  illustration  of  the  points  asked  in  the 
questions.  This  is  the  sort  of  way  in  which  a  library  may  be  made  to 
extend  the  work  on  the  sources.  As  for  reading  in  authorities,  such 
as  Fresco tt  and  Parkman,  such  reading  should  always  follow  the 
class-room  work  on  the  sources.  The  tendency  in  history  is  always 
to  read  too  much  and  study  too  little.  Its  first  presentation  should 
be  simple,  clear,  and  thorough,  mastering  the  strong  outlines ;  and 
these  are  obscured  and  weakened  by  too  much  reading. 


9,    THE  HISTOKICAL   SOKAP-BOOK. 

Another  sort  of  work  may  grow  out  of  the  reading  of  newspapers 
and  magazines.  There  should  be  kept  in  every  school  where  history 
is  taught  a  historical  scrap-book,  which  will  in  time  become  a  source- 
book  for  current  history.  The  teacher  should  delegate  different 
children  to  look  up  historical  material  in  the  various  papers  they 
see  at  home,  and,  when  possible,  bring  it  to  school  for  the  scrap- 
book.  For  instance,  to  give  an  example  interesting  at  the  date  of 
writing,  the  Chilian  difficulty  of  1891-92  should  be  looked  up, 
extracts  and  articles  ttiat  bear  on  it  preserved,  and  pasted  neatly 
into  the  scrap-book.  Each  extract  should  have  attached  to  it  the 
name  and  date  of  the  paper  or  magazine  from  which  it  is  taken,  or 
it  becomes  useless.  They  should  be  pasted  on  one  side  of  the  page 
only.  Pictures  should  be  obtained  from  every  possible  source. 
Back  numbers  of  the  Century,  Harper's,  and  Scribner's  magazines 
can  be  obtained  from  any  of  the  great  second-hand  dealers  of  the 
city  for  ten  cents  a  number,  and  these  files  are  particularly  rich  in 
pictures  illustrative  of  American  history.  Often  it  will  be  well 


18  STUDIES  IN  AMERICAN  HISTORY. 

worth,  while  to  make  a  little  booklet  of  an  entire  article.  In  every 
case  indicate  the  source  in  full,  as,  Century  Magazine,  April,  1887, 
p.  54.  If  illustrative  maps  cannot  be  obtained,  they  should  be  made 
or  copied  by  the  children,  as  well  as  a  concise  chronological  list  of 
the  salient  events  connected  with  any  topic. 


10,    PUBLIC   EXEKOISES. 

The  experience  of  some  years  has  convinced  me  that  public  ex 
ercises  are  much  more  interesting  when  those  for  a  single  day  are 
all  grouped  about  a  single  topic.  I  am  also  sure  that  very  desirable 
developments  may  be  made  along  the  line  of  impromptu  dramatic 
exercises ;  that  is,  let  the  pupils  invent  little  dramatic  scenes, 
tableaux,  dialogues,  along  the  line  of  their  work ;  and  no  line  of 
work  can  suggest  more  than  history.  No  matter  if  costumes  are 
rude  and  scenery  none ;  you  are  probably  no  worse  off  than  the 
world  of  Shakespeare's  time ;  and  you  are  dealing  with  imaginative 
beings,  not  yet  highly  cultured,  who  delight  in  suggestion  and  crea 
tion,  and  who  are  not  so  very  many  years  away  from  the  time  when 
a  spool  stands  for  a  man.  Do  not  let  the  lack  of  a  Dutch  teapot 
stand  in  the  way  of  having  a  Dutch  tea-party.  The  play  of  im 
agination,  the  delight  of  make-believe,  will  go  far  towards  binding 
the  past  to  the  present.  The  invention  of  dialogues  and  stories 
based  on  historical  scenes  and  characters  is  as  perfectly  legitimate 
exercise  in  composition  as  the  writing  of  essays,  and  possibly  an 
exercise  more  native  to  many  pupils'  minds. 

The  following  programme,  founded  on  the  subject  of  California, 
will  illustrate  the  sort  of  exercises  that  I  mean:  — 

CALIFORNIA   DAY. 

Music.  —  Spanish  Fandango  (guitar,  if  possible). 

Essay.  —  Journey  of  Father  Junipero  Serra  to  San  Diego,  by  a  companion. 

Reading.  —  From  Bret  Harte. 


SAMPLE  LESSON.  19 

Music.  —  Military  March. 

Dialogue.  —  Between  two  Forty-Niners.     (Composed  and  acted  by  pupils.) 

Essay.  —  Jessie  Fremont. 

Recitation.  —  From  Joaquin  Miller. 

Essay,  —  Kit  Carson. 

Scene.  —  Up  in  the  Gold  Mines, 

Debate.  —  Shall  we  let  the  Chinaman  come? 

The  decorations  for  such  a  day  should  be  of  yellow,  the  color  of 
California;  the  Stars  and  Stripes  and  the  Bear-nag  should  appear 
among  the  draperies ;  pictures  of  California  scenes  should  be  used, 
if  possible,  and  a  very  effective  and  pleasing  decoration  may  be 
made  by  having  a  row  of  four  costumed  pupils  sit  at  the  back  of 
the  stage,  one  representing  a  Spanish  cavalier,  one  a  monk,  one  an 
American  borderer  and  miner,  and  one  a  Chinaman. 

Of  course  all  this  is  pure  suggestion,  and  the  teacher  will  find,  if 
once  he  adopts  this  plan  of  having  all  the  exercises  centre  about  a 
single  topic,  that  the  work  will  improve  and  grow  in  interest  to  him 
self  and  the  pupils. 


11,    SAMPLE  LESSON, 
THE   OREGON  QUESTION   AND   THE   OREGON   TRAIL. 

(Pp.  256-261  of  the  Studies.) 
Jamie  (recites  with  spirit  before  the  class). 

O  you  youths,  Western  youths, 

So  impatient,  full  of  action,  full  of  manly  pride  and  friendship. 
Plain  I  see  you,  Western  youths,  —  see  you  tramping  with  the  foremost ; 

Pioneers  !  O  pioneers  ! 

Teacher.  —  Who  had  been  the  first  Americans  to  enter  the  Oregon  coun 
try,  Margaret  ? 

Margaret.  —  Lewis  and  Clarke  went  down  to  the  mouth  of  the  Columbia 
in  1806,  and  Captain  Gray  entered  the  river  in  1792. 

T.  —  And  what  Englishman  had  been  there  before? 


20  STUDIES    IN    AMERICAN    HISTORY. 

Edwin.  —  Captain  Cook,  first  of  all,  went  along  the  coast,  and  Mackenzie 
had  crossed  the  continent  and  had  come  out  somewhere  above  the  Columbia 
about  the  same  time  that  Captain  Gray  entered  its  mouth. 

T.  —  Who  had  settled  there  before  1840,  Stanley? 

Stanley.  —  The  Hudson  Bay  Company  and  some  American  missionaries 
and  traders. 

T.  —  Who  were  the  first  American  traders  on  the  coast  ? 

Stanley.  —  The  men  that  John  Jacob  Astor  sent  out  to  Astoria. 

T.  —  I  can  remember  some  that  were  up  there  before  that. 

Jessie.  —  Mackenzie,  when  he  was  up  there  in  1793,  complains  about  the 
American  adventurers  along  the  coast. 

T.  —  What  does  he  say  of  them,  and  why  does  he  complain  of  them? 

Jessie.  —  He  says  that  if  the  English  can  get  possession  of  the  Columbia, 
they  can  get  "the  entire  command  of  the  fur  trade  of  North  America,"  as 
well  as  all  the  fishing,  but  that  the  coast  is  "  at  present  left  to  American 
adventurers,  who  collect  all  the  skins  they  can  procure." 

T.  —  And  what  fault  does  he  find  with  the  Americans? 

Jessie.  —  Well,  I  think  he  finds  more  fault  with  the  English,  because  they 
let  the  Americans  come  in  and  get  all  the  fish  and  furs. 

T.  —  Let  us  see  where  we  are  in  1840.  I  will  write  down  on  the  board  a 
list  of  the  settlers  and  explorers  of  the  Oregon  country  before  that  date. 
First  I  will  put  down  the  general  subject  of  our  study :  — 

The  Oregon  Question  and  the  Oregon  Trail. 

Settlers  and  explorers  of  the  Oregon  country  before  1840  : 
Cook  — 1779. 
Mackenzie  — 1789-1793. 
Gray— 1792. 
Lewis  and  Clarke  — 1806. 
Astoria  settlement —  1810. 
Hudson  Bay  Company. 

Fort  Vancouver  — 1825.     Fort  Hall  —  1832. 
Dr.  Whitman  and  other  missionaries  to  the  Indians. 
N.B. —  These  dates  are  not  to  be  learned  by  heart. 

T.  —  Now,  what  claims  had  the  British  to  this  country,  Jamie? 

Jamie.  —  They  might  say  that  Cook  and  Mackenzie  had  discovered  it 
first,  and  that  when  Lewis  and  Clarke  went  up  there  they  found  Hudson 
Bay  Company  traders  there,  and  that  the  Hudson  Bay  Company  had  estab 
lished  posts  there  and  held  the  country. 


SAMPLE  LESSON.  21 

T.  —  And  what  could  the  Americans  say  to  that,  Stanley? 

Stanley.  —  Why,  that  although  Cook  might  have  sailed  by  the  coast  first, 
yet  Captain  Gray  was  the  first  man  who  ever  found  the  Columbia  River ; 
and  that,  though  Mackenzie  was  the  first  white  man  to  cross  the  continent, 
yet  Lewis  and  Clarke  were  the  first  to  explore  the  region  of  Oregon ;  and 
that  though  the  Hudson  Bay  Company  was  settled  in  Oregon  before  1835, 
that  Astoria  had  been  the  very  first  settlement.  And  I  thought  of  one  more 
reason,  too  :  there  was  the  Louisiana  purchase ;  they  might  say  that  they 
had  bought  Oregon  in  that. 

T.  —  Now  let  us  see  where  we  are.     I  will  write  here, — 

British  claims  to  Oregon,  founded  on 

Discoveries  of  Cook  and  Mackenzie. 

Hudson  Bay  Company's  possession. 
American  claims  to  Oregon,  founded  on 

Discoveries  of  Gray,  Lewis,  and  Clarke. 

Founding  of  Astoria. 

Louisiana  Purchase? 

Why  do  I  put  a  question-mark  after  this  Louisiana  Purchase?  [No  one 
knows.]  Turn  to  the  map  of  the  Louisiana  Purchase  on  page  216,  and  see 
if  you  can  tell ;  well,  Margaret. 

Margaret.  —  The  Louisiana  Purchase  hasn't  any  boundary  up  in  the 
northwest  corner. 

T.  —  That  was  just  the  fact.  No  one  knew  exactly  how  far  the  Louisiana 
Purchase  went  in  that  direction,  though  there  were  many  who  thought  it 
took  in  the  whole  Oregon  country,  and  some  thought  that  it  stopped  at  the 
Rocky  Mountains  altogether.  Now,  what  were  the  reasons  the  British  had 
for  wanting  the  Oregon  country?  [After  receiving  the  answers  to  this 
question  and  to  its  corresponding  question  as  to  the  American  reasons  for 
wanting  Oregon,  the  teacher  tabulates  as  follows  :  — ] 

British  reasons  for  wanting  Oregon  : 

Fur-trade. 

Fisheries. 
American  reasons  for  wanting  Oregon  : 

Fur-trade. 

Fisheries. 

Road  to  India. 

Settlement. 


22  STUDIES  IN   AMEEICAN   HISTORY. 

Now,  why  was  Oregon  the  American  road  to  India? 

Jessie.  —  Why,  if  we  had  Oregon,  we  could  build  ships  there,  and  go  right 
across  the  Pacific  to  India  and  China;  that  would  be  the  straight  way. 

T.  —  How  long  had  people  been  hunting  for  the  best  way  to  India? 
[Various  answers,  but  recall  Columbus,  De  Soto,  La  Salle,  Champlain,  etc.] 
If  we  did  not  have  Oregon,  what  would  be  our  way  to  India? 

Stanley.  —  By  way  of  Cape  Horn,  or  round  by  the  Isthmus  of  Panama. 

T. —  And  if  we  went  to  India  by  way  of  Oregon,  how  could  we  get  to 
Oregon,  Jennie? 

Jennie.  —  By  the  Oregon  Trail.  [Teacher  has  all  the  maps  shown,  com 
pared,  and  criticised.] 

In  a  similar  way  the  teacher  will  conduct  the  remainder  of  the 
recitation,  discussing  each  point  as  fully  as  possible,  and,  after  the 
discussion,  writing  down  its  results  in  a  summary.  The  reader 
will  notice  that,  in  the  above  sketch,  no  question  is  asked  which 
exactly  repeats  the  questions  of  the  book ;  although  the  teacher 
should  not  be  bound  by  this  rule,  neither  should  he  be  bound  by  the 
questions  of  the  book,  which  are  given  rather  to  direct  home  study 
than  the  class-room  work.  In  the  recitation,  the  teacher  should  be 
guided  largely  by  circumstances  as  to  the  emphasis  various  points 
receive  and  the  order  in  which  they  are  considered,  but  should  lead 
the  work  at  last  to  an  orderly  summary. 

The  remaining  points  of  this  lesson  may  be  summarized  as 
follows :  — 

Oregon  Question  —  Who  shall  have  the  Oregon  country  ? 
Parties  to  it : 

Americans. 
British. 
Attempts  at  securing  it : 

By  force  — War  of  1812. 
By  management  —  Hudson  Bay  Company. 
By  actual  settlement  —  Americans. 
By  treaty  —  settled  in  1846  for  America. 
Oregon  Trail. 

Its  course.     (See  outline  map.) 

Its  dangers  and  trials. 

Its  pleasures. 

Time  required  —  three  months  at  least,  sometimes  six. 


GENERAL   PUBLICATIONS   CONTAINING   SOURCES   OF 
AMERICAN   HISTORY. 


Library  of  American  Literature  from  the  Earliest  Settlement  to  the  Present  Time, 
edited  by  Edmund  Clarence  Stedman  and  Ellen  Mackay  Hutchinson,  pub 
lished  by  subscription,  in  10  vols.,  by  Charles  L.  Webster  &  Co.  $3.00  a 
volume. 

This  work  is  in  itself  an  invaluable  library  of  historical  sources.  Although 
collected  from  the  literary  point  of  view,  still  our  original  literature,  especially 
up  to  the  close  of  the  Civil  War,  was  so  perfectly  the  reflection  and  outcome  of 
our  history,  that  the  latter  could  hardly  be  better  illustrated  by  a  collection 
made  entirely  from  the  historical  point  of  view. 

Old  South  Leaflets,  edited  by  Edwin  D.  Mead,  director  of  the  Old  South  work. 
Price,  5  cents  a  leaflet,  or  $3.00  a  hundred.  Heath  &  Co.,  Boston. 

There  are  at  present  twenty -eight  leaflets;  others  will  rapidly  follow.     The 
following  are  the  titles  of  those  now  ready :  — 

No.  1.  The  Constitution  of  the  United  States.  2.  The  Articles  of  Confedera 
tion.  3.  The  Declaration  of  Independence.  4.  Washington's  Farewell  Address. 
5.  Magna  Charta.  6.  Vane's  "  Healing  Question."  7.  Charter  of  Massachu 
setts  Bay,  1029.  8.  Fundamental  Orders  of  Connecticut,  1638.  9.  Franklin's 
Plan  of  Union,  1754.  10.  Washington's  Inaugurals.  11.  Lincoln's  Inaugurals 
and  Emancipation  Proclamation.  12.  The  Federalist,  Nos.  1  and  2.  13.  The 
Ordinance  of  1787.  14.  The  Constitution  of  Ohio.1  15.  Washington's  Circular 
Letter  to  the  Governors  of  the  States,  1783.  16.  Washington's  Letter  to 
Benjamin  Harrison,  1784.  17.  Verrazzano's  Voyage,  1524.  18.  The  Constitu 
tion  of  Switzerland.1  19.  The  Bill  of  Rights,  1689.  20.  Coronado's  Letter  to 
Mendoza,  1540.  21.  Eliot's  Brief  Narrative  of  the  Progress  of  the  Gospel  among 
the  Indians,  1670.  22.  Wheelock's  Narrative  of  the  Rise  of  the  Indian  School 
at  Lebanon,  Conn.,  1762.  23.  The  Petition  of  Rights,  1628.  24.  The  Grand 
Remonstrance.  25.  The  Scottish  National  Covenants.  26.  The  Agreement  of 
the  People.  27.  The  Instrument  of  Government.  28.  Cromwell's  First  Speech 
to  his  Parliament. 

1  Double  number,  10  cents. 


24  STUDIES    IN   AMERICAN   HISTOKY. 

Effingham  Maynard's  Historical  Classical  Readings.  12  cents  a  number.  Effing- 
ham  Maynard  &  Co.,  New  York,  1890,  etc. 

Many  of  these  are  from  authorities,  rather  than  from  sources,  but  they  include 
Smith's  account  of  the  Settlement  of  Virginia,  Bradford's  History  of  Plymouth 
Plantation,  and  Governor  Hutchiuson's  account  of  King  Philip's  War,  and  Witch 
craft  in  New  England. 

American  History  Leaflets,  colonial  and  constitutional,  edited  by  Albert  Bush- 
nell  Hart  and  Edward  Channing  of  Harvard  University.  5  cents  apiece. 
A.  Lovell  &  Co.,  New  York.  Published  bi-monthly. 

A  series  very  similar  to  the  Old  South  Leaflets,  and  just  begun.  The  first 
number  contains  the  complete  letter  of  Columbus  to  Santangel,  announcing  his 
discovery  of  the  New  World. 

Howard  W.  Preston,  Documents  Illustrative  of  American  History,  1606-1863.  $2.50. 
G.  P.  Putnam's  Sons,  27  and  29  West  23d  St.,  New  York  City. 

Contents:  First  Virginia  Charter,  1606;  Second  Virginia  Charter,  1609; 
Third  Virginia  Charter,  1612  ;  Mayflower  Compact,  1620  ;  Ordinance  for  Virginia, 
1621;  Massachusetts  Charter,  1629;  Maryland  Charter,  1639;  Fundamental 
Orders  of  Connecticut,  1639 ;  New  England  Confederation,  1643  ;  Connecticut 
Charter,  1662 ;  Rhode  Island  Charter,  1663  ;  Pennsylvania  Charter,  1681 ;  Penn's 
Plan  of  Union,  1697;  Georgia  Charter,  1732;  Franklin's  Plan*  of  Union,  1754; 
Declaration  of  Rights,  1765 ;  Declaration  of  Rights,  1774 ;  Non-Importation 
Agreement,  1774 ;  Mecklenburgh  Resolutions,  1775 ;  Virginia  Bill  of  Rights,  1776 ; 
Declaration  of  Independence,  1776  ;  Articles  of  Confederation,  1776  ;  Treaty  of 
Peace,  1783;  Constitution,  1787;  Alien  and  Sedition  Laws,  1798;  Virginia 
Resolutions,  1798;  Kentucky  Resolutions,  1798;  Kentucky  Resolutions,  1799; 
Nullification  Ordinance,  1832;  Ordinance  of  Secession,  1860;  South  Carolina 
Declaration  of  Independence,  1860  ;  Emancipation  Proclamation,  1863. 

Masterpieces  of  American  Eloquence  and  Illustrations  of  American  History.  Put- 
nams.  New  York  City.  §2.75,  subscription. 

For  official  statistics,  figures,  and  facts,  see 

The  Statesmen's  Year  Book,  Statistical  and  Historical  Annual  of  the  States  of  the 
World  for  the  Year  1891.  Edited  by  T.  Scott  Keltie,  Librarian  to  the  Royal 
Geographical  Society.  Revised  after  official  returns.  London,  Macmillan. 
Published  annually  since  1863. 

The  Annual  Statistician  and  Economist.  San  Francisco  and  New  York.  L.  P. 
McCarty.  Published  annually  since  1889. 


LIST    OF    AUTHOETTIES.  25 

American  Almanac  and  Treasury  of  Facts,  Statistical,  Financial,  and  Political, 
for  the  year  1880.  Edited  by  Ainsworth  R.  Spofford,  Librarian  of  Con 
gress,  New  York  and  Washington.  Published  annually  since  1878.  The 
continuation  of  a  similar  publication  begun  in  1830,  under  the  title  of 
American  Almanac;  perhaps  the  most  valuable  single  publication  of  this 
sort  for  the  American  teacher. 

HazeWs  Annual  for  1891  :  A  Cyclopaedic  Record  of  Men  and  Topics  of  the  Day. 
Containing  above  3500  concise  and  explanatory  articles  on  every  topic  of 
current  political,  social,  biographical,  and  general  interest  referred  to  by 
the  press  and  in  daily  conversation.  Edited  by  E.  D.  Price,  E.G. 8.,  assisted 
by  a  large  number  of  contributors,  and  including  some  of  the  most  eminent 
specialists  of  the  day.  Sixth  year  of  issue.  London,  1891. 

All  the  above  are  collections  or  compilations,  or  selections  from 
the  sources.  If  the  teacher  would  go  back  of  these,  let  him  see  the 
various  collections  that  have  been  made  by  the  State  historical 
societies,  the  Congressional  Kecord,  the  documents  published  by 
the  government  from  time  to  time,  Poore's  Charters  (see  No.  82  of 
Bibliography),  the  files  of  good  newspapers,  the  memoirs  and  works 
of  our  great  statesmen  and  leaders. 

References  to  the  especial  sources  valuable  for  each  period  will 
be  given  at  the  beginning  of  each  group.  See  also  Bibliography 
given  at  the  close  of  the  Studies. 

Bibliographies  for  Use  in  American  History.  —  The  teacher  will 
find  at  the  close  of  Winsor's  History  of  America,  a  hundred  finely 
printed  pages  of  descriptive  bibliography  of  manuscript  sources  and 
printed  authorities  on  United  States  history,  the  work  of  Justin 
Winsor  himself,  the  librarian  of  Harvard  College. 

For  the  history  of  our  Western  States  and  Territories,  the  bibli 
ographies  which  Herbert  Howe  Bancroft  has  inserted  in  the  various 
volumes  of  his  great  history  of  the  Pacific  slope  must  be  our  guide. 

J.  T.  Short,  Historical  Reference  Lists.     40  cents. 

Charles  Kendall  Adams,  Manual  of  Historical  Literature.     Harper's,  1889.     $2.50. 
This  book  contains   an   excellent  description   and   critical   bibliography  of 
authorities  in  American  history, 


26  STUDIES   IN   AMERICAN    HISTORY. 


Important  Authorities  for  the  General  Study  of  United  States 

History. 

George  Bancroft,  History  of  the  United  States.  1492-1789.  Complete  edition  in 
6  vols. ,  $15.00. 

Democratic  in  tone. 

R.  Hildreth,  History  of  the  United  States.     6  vols.  (to  1820).     H.     §12.00. 

Sound  and  generally  accurate ;  Federalistic  in  proclivities ;  excellent  for 
reference. 

James  Schouler  (Skool'er),  History  of  the  United  States  from  1783  to  1861.     Dodd, 

Mead,  &  Co.     5  vols.     $11.25. 

This  work  can  be  very  highly  recommended,  and  with  either  or  both  of  those, 
first  mentioned,  will  lay  an  excellent  foundation  for  this  part  of  a  library  of 
American  history. 

William  C.  Bryant  and  S.  H.  Gay,  Popular  History  of  the  United  States.  4  vols. 
Scribners.  $24.00. 

Handsomely  illustrated.  The  early  parts  are  the  best.  The  value  of  this 
history  lies  largely  in  its  fine  pictures,  which  are  largely  of  an  historical  charac 
ter.  Written  on  the  co-operative  plan,  with  slight  editorial  care. 

Justin  Winsor,  Narrative  and  Critical  History  of  America,  1492-1850.     Houghton 

&  Mifflin.     $40.00. 

The  greatest  excellence  of  this  admirable  work  lies  chiefly  in  the  critical 
chapters,  which  contain  accurate  and  full  bibliographies  and  descriptions  of 
sources,  as  well  as  many  fac-similes  of  old  maps,  hand-bills,  etc.  Written  on 
the  co-operative  plan,  with  great  editorial  care. 

Herbert  Howe  Bancroft,  Works  of.  The  Native  Races  of  the  Pacific  Slope,  His 
tories  of  California,  Oregon,  Texas,  the  Northwest  Coast,  Arizona  and  New 
Mexico,  Utah,  Central  America,  Columbia,  Alaska,  San  Francisco,  1883,  etc. 

This  work  presents  in  its  bibliographies  a  very  nearly  complete  view  of  the 
sources.  It  is  at  present  the  only  general  authority  on  the  history  of  that  part 
of  our  country  west  of  the  Mississippi.  It  has  been  written  on  the  co-operative 
plan,  and  varies  greatly  as  to  the  value  of  its  different  parts,  but  no  intelligent 
criticism  can  be  made  of  its  quality  until  much  more  work  lias  been  done  in 
this  field, 


LIST   OF   AUTHORITIES.  27 

J.    J.    Lalor,    Cyclopaedia  of  Political  Science.      3  vols.  published.      Ch.  Gary. 

Each,  $0.00. 

The  value  of  this  work  consists  almost  entirely  in  the  work  contributed  to  it 
by  Alexander  Johnston  of  Princeton  011  various  topics  connected  with  our  con 
stitutional  history.  The  articles  are  signed,  and  have  lately  been  published 
separately. 

J.  B.  MacMaster,  History  of  the  People  of  the  United  States,  1783-1861.     To  be  in 

5  vols.    §2.50  a  vol.    Appletons.     3  vols.  now  ready. 
Contains  many  facts  not  to  be  found  elsewhere,  but  inclined  to  be  partisan. 

John  Fiske.  Mr.  Fiske's  work  is  of  a  high  order  and  may  be  relied  upon.  He 
has  published  already,  Washington  and  his  Country,  Boston,  1887  ;  The  Begin 
nings  of  New  England,  Boston  and  New  York,  1889  ;  The  Critical  Period  oj 
United  States  History,  1783-1789,  Boston,  1888  ;  The  American  Revolution, 
Boston  ;  The  Discovery  of  America.  Houghton,  Mifflin,  &  Co. 

Alexander  Johnston,  History  of  American  Politics.     Holt.     $1.00. 

A  valuable  book  on  this  subject.     Covers  the  ground  from  1783  to  1880. 

H.  Von  Hoist,  Constitutional  History  of  the  United  States. 

Reference  book  for  the  most  advanced  students  of  this  subject.  For  such 
work,  too,  see  the  series  of  monographs  published  under  the  title  of  Johns 
Hopkins  University  Studies.  Only  of  use  when  the  teacher  is  himself  a  special 
student. 

Samuel  Adams  Drake,  The  Making  of  the  Great  West.     New  York,  1887. 

This  book  is  a  short  and  well-written  presentation  of  its  subject,  and  almost 
alone  in  its  field. 

Epochs  of  American  History,  to  be  published  in  3  vols.,  under  the  editorship  of 
Albert  Buslmell  Hart,  Assistant  Professor  of  History  at  Harvard,  has 
already  made  a  promising  beginning  in  The  Colonies,  by  Reuben  Gold- 
thwaite.  New  York,  1891.  $1.00. 

Of  the  smaller  handbooks  of  our  history,  Johnston's  and  Eggleston's  Histories 
of  the  United  States  are  especially  excellent. 

Books  of  Reference  for  American  Biography. 

Appleton's   Cyclopaedia  of  American  Biography,  edited  by  James  Grant  Wilson 

and  John  Fiske.     New  York,  1889.     6  vols.,  $30.00.  » 

One  of  the  most  useful  books  of  reference  for  a  school  library  to  possess, 


28  STUDIES    IN    AMERICAN    HISTORY. 

American  Statesmen  Series.     Published  by  Houghton,  Mifflin,  &  Co.     $1.25  a  vol. 

Many  of  these  are  very  valuable,  like  Tyler's  Patrick  Henry  and  Carl  Schurz's 
Henry  Clay. 

See,  too,  the  Series  now  being  brought  out  by  Dodd,  Mead,  &  Co.  of  New 
York,  entitled  The  Makers  of  America. 


Books  of  Reference  for  Local  History. 

American  Commonwealths,  edited  by  Horace  E.  Scudder.     Each  vol.  $1.25.     His 
tories  of  States.     Houghton,  Mifflin,  &  Co.,  Boston,  Mass. 


Maps  for  Use  in  American  History. 

Three  sorts  of  maps  are  needed  for  use  in  history,  —  outline 
maps,  to  record  and  examine  the  results  of  study ;  reference  maps, 
containing  the  data  for  study ;  and  illustrative  maps,  which  are 
diagrammatic  in  character,  and  which  result  from  filling  in  an 
outline  to  illustrate  a  particular  point.  For  example :  an  outline 
map  for  the  thirteen  English  colonies  should  contain  merely  the 
coast  outlines,  the  chief  rivers  and  mountains,  of  the  Atlantic  sea 
board.  A  reference  map  for  them  should  contain  all  these,  and 
besides,  all  the  settlements  and  roads ;  it  should  contain  exact 
and  exhaustive  information.  A  number  of  illustrative  maps  might 
be  made  for  the  thirteen  colonies ;  for  instance :  a  simple  outline, 
colored  red,  over  the  territory  possessed  by  the  English,  and  mark 
ing  in  bold  lines  the  charter-boundaries,  would  illustrate  their  terri 
torial  extent ;  another  outline  might  indicate  with  various  colors 
the  race-elements  entering  into  the  settlement;  another,  the  lines 
which  settlement  took  from  the  seaboard  to  the  interior.  The 
maps  here  described  are  of  all  three  kinds. 

Outline  Maps  of  the  United  States,  edited  by  Professors  Channing  and  Hart  of 
Harvard.  A  large  paper  map  in  zone  sections,  with  important  towns  indi 
cated,  but  unnamed.  $3.00  complete  and  mounted ;  15  cents  per  section, 
and  50  cents  complete,  unmounted  ;  same  in  small  size  for  pupils,  2  cents 
apiece,  $1.50  a  hundred.  Heath  &  Co.,  Boston, 


LIST   OF   AUTHORITIES.  29 

Heath's  Intermediate  Outline  Map  of  the  United  States,  for  historical  and  geographi 
cal  study.  Single  sheet,  large,  paper,  $  .  For  class-room  work,  to  be 
filled  out  with  colored  pencils.  Heath  &  Co.,  Boston. 

Heath's  Smaller  Outline  Maps  for  the  home  and  desk-use  of  pupils,  to  be  used 
with  colors  and  colored  pencils.  Taper,  $1.60  a  hundred,  or  2  cents 
apiece.  Heath  &  Co.,  Boston. 

For  a  wall  reference  map,  see  the  Practical  School  Maps,  by  the  same  firm, 
30x40,  colored  and  lettered  as  usual.  $1.00. 

Johnston's  Wall  Maps,  60x42  inches.  $4.00.  Standard  English  map.  Ginn, 
American  agent.  Eeference  map. 

Stanford's  Large  School  Map  of  the  United  States,  58x50.  Educational  Publishing 
Co.,  Boston  and  Chicago. 

Epoch  Maps,  illustrating  American  History,  by  Albert  Bushnell  Hart,  Assistant 
Professor  of  History  in  Harvard  University.  New  York,  Longmans,  Green, 
&  Co.,  1891.  50  cents. 

This  is  the  most  scholarly  historical  atlas  that  we  have,  and  has  been  made 
carefully  from  original  sources,  texts  of  grants,  charters,  government  instruc 
tions,  etc.  Reference  maps. 

A  very  excellent  and  handsome  set  of  illustrative  maps  is  that  contained  in 
Townsend  MacCoun's  Historical  Geography  of  the  United  States.  They  are  very 
clear  and  simple,  so  as  to  make  vivid  impressions  on  the  mind.  They  are 
accompanied  by  a  historical  text.  $1.00. 

MacCoun  also  publishes  a  set  of  unnamed  historical  class-room  charts  for 
use  in  American  history,  which  have  the  same  characteristics.  $10.00.  Silver, 
Burdett,  &  Co.,  Boston. 


GENERAL   REMARKS   ON   GROUP   I. 


The  first  few  lessons  of  this  group  are  intended  simply  as  a 
preparation  for  the  period  of  discovery  and  to  make  a  connection 
between  that  period  and  the  general  current  of  the  world's  history. 
When  the  idea  of  the  book  first  arose,  one  of  the  gravest  questions 
was,  How  can  we  connect  the  beginnings  of  American  history  with 
the  general  current  of  world-history  ?  Little  by  little  we  saw  that 
the  connections  were  twofold,  commercial  and  religious.  The  new 
world  was  discovered  in  the  endeavor  to  extend  the  markets  and  the 
standing-places  of  the  old;  it  was  peopled  partly  for  gold  and 
partly  for  the  love  of  God.  It  is  rather  the  former  connection 
which  is  here  emphasized,  as  being  simpler  and  as  being  first. 
From  the  day  when  men  cared  for  gold  and  pearls,  for  silk  and 
cotton,  from  that  day  they  sought  the  East,  —  the  way  to  India  and 
Cathay,  and,  in  due  course  of  time,  trying  a  westward  instead  of  an 
eastward  way,  they  found  America.  Even  after  that  event,  India 
was  still  their  objective  point,  and  for  two  hundred  years  a  leading 
motive  in  seeking  the  new  world  was  to  find  some  way  of  getting 
around  it  or  through  it  to  wonderful  lands  of  gold  and  the  gardens 
of  spice  in  the  newly  opened  Asia.  So  came  all  the  romance 
and  tragedy  of  the  Strait  of  Anian  and  the  Northwest  Passage. 
Through  such  efforts  as  these  the  consciousness  of  America  itself 
grew  into  men's  minds,  and  the  knowledge  that  this  new  world  had 
riches  and  treasure  of  its  own.  Nor  did  the  connection  of  America 
with  the  way  to  India  cease  even  then.  One  of  the  main  arguments 
used  for  the  first  settlement  of  the  Oregon  country  was  that  of 
Benton,  who  never  ceased  to  iterate  the  words  now  placed  under  his 
statue  in  St.  Louis  :  "  There  lies  India,  there  lies  the  East !  "  And 
when,  at  last,  the  continent  was  spanned  with  iron,  then  through  the 
Golden  Gate  we  found  at  last  the  quickest  way  to  India  and  Cathay. 
30 


PRELIMINARY   TALK.  31 

The  successive  steps  in  the  way  to  India  are  :  — 

1.  The  commerce  of  Tyre  and  Sidon. 

2.  The  rumors  brought  to  the  West  of  the  riches  of  India. 

3.  The  conquests  of  Alexander  the  Great. 

4.  The  conquests  and  commerce  of  Rome. 

5.  The  Crusades. 

6.  The  travels  of  Marco  Polo  and  other  Eastern  travellers  of 
the  middle  ages. 

7.  The  discoveries  of  the  Portuguese  along  the  African  coast. 

8.  The  voyages  of  Columbus  and  of  Cabot. 

9.  The  voyage  of  Vasco  da  Gama. 

10.  The  voyage  of  Magellan,  which  related  all  the  others  and 
gave  them  their  true  meaning. 

For  general  subject,  see  first  three  chapters  of  Winsor's  Narrative 
and  Critical  History,  with  special  attention  to  the  critical  portions. 

Preliminary  Talk.  —  There  are  two  things  which  the  teacher  must 
clear  up  by  a  preliminary  talk  with  his  pupils.  One  is  the  idea  of 
what  history  is,  and  the  other  the  idea  of  dates  and  their  relation 
to  the  present  time.  The  conversation  may  be  something  as  follows, 
perhaps :  — 

You  children  have  all  heard  of  Washington;  how  do  you  know  that 
such  a  man  ever  lived?  Your  fathers  have  told  you  so,  or  you  have  read  it 
in  a  book,  you  say ;  but  how  did  your  fathers  know  ?  or  how  did  the  man 
who  wrote  the  book  know  ?  How  do  you  know  what  kind  of  a  looking 
man  your  great-grandfather  was?  Your  father  has  told  you  that,  too?  And 
how  did  your  father  know?  Because  he  used  to  see  him.  How  could  you 
find  out  when  your  grandfather  married,  and  what  his  wife's  name  was,  and 
how  old  he  was  when  he  was  married?  You  can  find  that  out  in  the  big 
family  Bible,  you  say?  And  why  would  you  rather  believe  that  than  what 
anybody  might  tell  you  about  it?  Because  your  grandfather  or  some  one 
who  was  at  the  wedding  wrote  it  down,  and  the  book  never  forgets.  So  you 
have  two  ways  of  finding  out  about  your  grandfather  and  great-grandfather  : 
your  father  might  tell  you,  or  you  might  read  something  that  was  written 
down  about  them ;  and  these  things  that  were  written  and  said  about  them 


32  STUDIES   IN   AMERICAN   HISTORY. 

would  make  part  of  the  history  of  your  grandfather  and  your  great-grand 
father,  or,  at  least,  from  these  things  you  could  find  out  what  the  history  of 
these  men  was.  Now  we  will  go  back  to  George  Washington.  How  are 
you  going  to  find  out  about  when  he  was  married,  or  when  he  was  born,  or 
how  he  acted?  We  must  find  some  record,  you  say,  or  have  somebody  who 
knew  him  tell  us.  But  all  the  people  who  knew  .him  are  dead  now,  so  we 
will  have  to  depend  on  records.  But,  you  say,  perhaps  some  of  the  people 
Who  knew  George  Washington  told  what  they  knew  to  children  who  remem 
bered  it,  and  who  are  now  themselves  old  men,  just  as  my  grandfather  might 
tell  me  something  about  his  grandfather,  and  I  might  remember  it.  You 
are  quite  right ;  but  supposing  we  had  Washington's  family  Bible,  and  the 
Betters  that  he  wrote  and  that  his  friends  wrote,  which  would  we  rather 
study  to  find  out  about  Washington,  —  these,  or  what  somebody  remembered 
that  his  grandfather  told  him  about  Washington  ?  And  why  do  you  choose 
the  written  records  of  the  Bible  and  the  letters  ?  Because  people  sometimes 
forget  exactly  what  is  told  them ;  but  if  a  man  writes  a  thing  down  the 
very  day  it  happened,  just  after  he  himself  had  done  it  or  seen  it,  then  that 
record  stays  always  just  the  same,  and  we  can  believe  that  it  remembers  to 
tell  us  the  truth. 

And  now  about  time.  What  year  is  this  ?  1891.  But  what  do  you  mean 
by  that?  Why  the  year  1891  instead  of  the  year  2?  Because  Christ  was 
born  1891  years  ago.  How  old  are  you?  Twelve?  Then  how  many  years 
after  Christ  was  born  were  you  born  ?  and  how  many  whole  hundreds  of 
years  have  there  been  since  Christ  was  born  ?  Eighteen  hundreds  of  them, 
you  say  ?  So  we  are  now  going  on  into  the  nineteenth  hundred  of  years 
since  Christ  was  born :  that's  all  we  mean  by  saying  that  we  are  in  the 
nineteenth  century ;  century  just  means  hundred.  And  what  year  will 
finish  this  nineteenth  hundred  of  years,  or  century  of  years  ?  The  year  1900. 
And  then  what  century  will  begin  ? 

But  now  to  go  back  again.  Here  I  will  put  on  the  board  a  long  line,  and 
mark  off  nineteen  places  for  the  nineteen  centuries  or  hundreds  ;  and  here 
I  will  write  down  the  name  of  Christ.  What  about  the  time  before  Christ 
was  born  ?  Were  there  no  years  then  ?  How  are  we  going  to  say  when 
King  Solomon  lived?  He  lived  more  than  ten  hundred  years  before 
Christ.  And  before  he  lived  there  were  hundreds  and  hundreds  of  years, 
and  thousands  and  thousands  of  them,  away  back  to  the  time  when  the 
earth  was  made;  but  all  this  time  was  before  Christ.  At  what  place, 
on  this  line  will  I  put  down  Herodotus?  Ptolemy?  The  sailors  of  Tyre 
and  Sidon  ? 


WHAT  THE  ANCIENTS   KNEW   ABOUT   GEOGRAPHY.  33 


BEFORE  CHRIST  =  B.C. AFTER  CHRIST  =  ANNO  DOMINI  =  A.D. 

600   500   400   300   200   100  Christ  100   200   300   400   500   600 

Herodotus  Ptolemy 

And  now  we  are  ready  for  our  first  lesson.  For  to-morrow  read  what  the 
ancients  knew  about  geography,  and  see  how  well  you  can  answer  the 
questions  on  p.  6. 

I  have  thrown  in  this  imaginary  conversation  as  mere  suggestion. 
Question  and  answer  must  vary  and  play  about  according  to  the 
nature  of  teacher  and  pupil  and  circumstance ;  the  point  to  be 
reached  must  simply  be  kept  firmly  in  mind, — to  make  sure  that 
the  pupils  plainly  understand  the  terms  B.C.  and  A.D.,  as  used  in 
history  and  that  they  get  a  notion  that  the  first  sources  of  history 
are  the  reports  of  those  who  were  actors  or  witnesses  in  the  midst 
of  the  life  that  men  lived  once  upon  a  time. 


STUDY  1.    WHAT  THE  ANCIENTS  KNEW  ABOUT  GEOGKAPHY, 

Summary.  —  The  points  to  be  made  may  be  summarized  as  follows  :  — 
Knowledge  of  ancients  about  geography. 
Parts  of  the  world  known  to 

Sailors  of  Tyre  and  Sidon.  ^  m    Qut    sub.headg    from 

Herodotus.  >• 

(       answers  given. 
Ptolemy.  J 

Parts  of  the  world  unknown  to 

Herodotus.  >  m  Qut 

Ptolemy.      S 
Productions  of  Asia  known  to  the  ancients. 

Gold,  silver, 

Cotton,  honey,  spices. 

Wool  and  precious  woods. 

Gems. 
Sources  of  knowledge  among  the  ancients. 

"  Diligent  enquiry  "  from  those  who  had  seen 

Hearsay. 


34  STUDIES   IN   AMERICAN   HISTORY. 

SPECIAL  NOTES.  —  Questions  1  and  4.  Ask  other  questions  simi 
lar  to  these,  so  as  to  make  sure  that  the  idea  of  the  chronology  is 
perfectly  understood  by  your  pupils. 

Question  10.  "Trees  that  bear  wool."  If  the  children  have 
never  seen  cotton,  they  might  be  shown  some  incidentally,  some 
days  before,  in  connection,  perhaps,  with  a  geography  or  reading 
lesson ;  if  they  have  seen  cotton  growing,  or  have  already  some  idea 
of  how  it  grows,  no  attention  need  be  paid  to  the  matter  beforehand. 

Question  11.  The  "  Indians."  It  is  probably  not  best  at  this 
point  to  make  any  connection  between  the  sense  in  which  Herodo 
tus  uses  the  word  and  its  application  afterward  to  the  inhabitants 
of  America.  All  the  work  along  here  is  preparatory,  and  the  chil 
dren  will  derive  more  pleasure  from  their  work,  just  in  proportion 
as  the  history  is  allowed  to  unfold  in  all  its  freshness  before  their 
own  minds  and  eyes  at  this  time ;  simply  be  sure  that  they  know 
how  Herodotus  used  the  word. 

Question  14.  "Land  of  Silk."  This  is  the  earliest  name  by 
which  China  was  known  to  the  ancients. 

Question  1^.  If  there  is  time,  it  will  be  well  to  expand  this 
question  somewhat  with  its  answers,  so  as  to  bring  out  as  clearly  as 
possible  the  fact  that  the  Phoenicians  knew  their  geography  by  sail 
ing  it,  that  Herodotus  and  Ptolemy  knew  theirs  partly  by  travel 
and  partly  by  reports  from  those  who  had.  Call  attention  especially 
to  that  last  sentence  quoted  from  Herodotus :  "  Though  I  have 
diligently  enquired,  I  have  never  been  able  to  hear  from  any  man 
who  has  himself  seen  it,  that  there  is  a  sea  on  that  side  of  Europe." 
In  this  same  connection  note  that  Pomponius  Mela's  account  is  all 
hearsay. 

GENERAL  SUGGESTION.  —  If  there  is  time,  the  teacher  will  find  it 
interesting  to  read  with  his  pupils  still  further  extracts  from  Herod 
otus'  account  of  the  geography  of  the  earth ;  and  a  charming  hour 
might  be  spent  in  reading  or  telling  the  story  of  Atlantis,  as  told  by 
Plato  in  his  dialogue  of  the  Timceus  (Jowett's  Plato,  II.  p.  520). 
A  still  more  detailed  description  is  given  in  the  fragment  of  the 
Critias,  in  the  same  volume,  p.  599.  The  teacher  may  also  call 


SAGAS   OF  THE   NOKTH.  35 

attention  to  the  fact  that  the  ancients  knew  that  the  world  was 
round,  but  this  had  better  not  be  done  unless  the  children  are 
bright  and  there  is  ample  time. 

TEACHER'S  READING.  —  The  best  single  authority  for  the  teacher 
to  consult  on  this  study  is  the  first  chapter  given  in  Justin  Win- 
sor's  Narrative  and  Critical  History  of  America  on  the  geographical 
knowledge  of  the  ancients.  In  the  critical  chapter  a  full  bibliog 
raphy  of  the  subject  will  be  found.  But  after  this  the  most  useful 
reading  will  be  done  in  such  sources  as  are  accessible,  such  as  Plato, 
Herodotus,  etc.,  and  a  study  of  such  old  maps  as  may  be  found  in 
any  great  city  library  in  various  editions  of  Ptolemy  and  in  histories 
of  geography.  See,  too,  John  Fiske's  article  in  the  Atlantic  for 
September,  1891,  on  Europe  and  Cathay. 


STUDY  2,     SAGAS   OF   THE   NORTH, 

Summary  of  points  to  be  made. 

The  Vikings. 

Sailors,  warriors,  and  herdsmen. 

Inhabited  Norway,  Iceland. 

Discovered  Greenland,  America  (Vinland). 
Reasons  for  thinking  Vinland  to  be  America. 

Lands  southwest  of  Greenland. 

Its  days  and  nights  more  equal. 

A  land  producing  corn,  grapes,  fish,  lumber,  furs. 

Inhabited  by  savages. 

The  land  nearest  to  Greenland. 
Sources  of  knowledge  about  Vinland  and  the  Vikings. 

The  Sagas  of  Iceland. 

SPECIAL  NOTES.  —  Question  6.  In  dealing  with  this  question  avoid 
giving  Vinland  too  local  a  habitation.  Although  all  the  best  scholars 
now  agree  that  Vinland  was  some  part  of  the  American  coast,  few  of 
them  venture  to  give  it  a  definite  locality.  The  most  ingenious  and 
thorough  attempt  at  identification  has  been  made  by  Professor  Eben 


36  STUDIES    IN    AMERICAN    HISTORY. 

Norton  Horsford  of  Cambridge,  who  has  devoted  a  number  of  years 
to  this  research,  and  who  claims  to  have  identified  the  Land-fall  of 
Leif  at  the  mouth  of  the  Charles  Biver,  near  Boston. 

Questions  11,  12,  14.  These  questions  review  the  work  on 
sources,  and  should  be  emphasized  in  connection  with  this  new 
application. 

Questions  15  and  16.  Questions  similar  to  these  should  be  asked 
from  time  to  time,  until  the  teacher  feels  sure  that  a  certain  sense 
of  chronology  is  awakened. 

Skraellings.  No  question  has  been  set  with  regard  to  the  Skrael- 
lings,  for  fear  the  pupils  might  gain  a  too  definite  idea  in  regard  to 
them.  It  is  impossible  to  say  whether  they  were  Indians  or  Eski 
mos.  We  simply  know  that  they  were  North  American  savages  of 
some  sort. 

GENERAL  SUGGESTIONS.  —  A  very  excellent  exercise  in  lessons 
like  this,  where  there  is  a  connected  narrative,  is  to  ask  one  or 
another  pupil  to  tell  the  story  from  memory.  This  exercise  should 
test  the  power  of  the  child  to  recall  connectedly  and  present  in  good 
form  what  is  once  heard  or  read.  There  should  be  no  preparation 
for  it.  The  first  pupil  called  upon  should  be  allowed  to  do  the  best 
he  can  without  interruption,  —  a  point  to  be  insisted  upon.  When 
he  is  quite  through,  let  the  others  in  the  class  add  and  criticise  as 
much  as  possible,  the  teacher  reserving  to  himself  the  final  word. 

TEACHER'S  READING.  - —  The  best  single  thing  which  the  teacher 
can  read  in  connection  with  this  study  are  the  chapters  on  pre- 
Columbian  exploration  in  the  first  volume  of  Justin  Winsor's 
Narrative  and  Critical  History  of  America.  The  best  monograph  on 
the  subject  of  this  study  is  The  Finding  of  Vineland  the  Good,  by 
Arthur  Middleton  Reeves,  a  book  which  contains  both  the  texts  and 
translations  of  the  Sagas.  The  book  of  De  Costa,  from  which  the 
translation  in  the  Studies  is  taken,  is  also  excellent  and  trustworthy. 
Benjamin  F.  De  Costa,  Pre-Columbian  Discovery  of  America  by  the 
Northmen,  Albany,  1890. 


MARCO   POLO.  37 


STUDY  3,     MAKCO   POLO. 

Summary  of  points  to  be  made. 

Marco  Polo. 

Makes  known  to  Europe,  Japan,  China,  Siberia,  Java,  India. 

Gains  his  knowledge  from 
His  own  travels. 
Hearsay. 
Productions  of  Asia  described  by  Marco  Polo. 

Gold,  silver,  silk,  in  China  (Cathay). 

Gold  and  pearls,  in  Japan  (Cipangu). 

Spices,  in  Java. 

Rubies,  etc.,  in  Ceylon  (Seilan). 

Diamonds  and  cottons,  in  India. 

Furs  in  Siberia  (Land  of  Darkness). 
Difficulties  in  getting  to  Asia. 

Long  distance. 

Deserts  to  cross. 

Strange  peoples  and  languages  to  meet. 

No  cars  or  steamboats,  etc. 
Sources  of  knowledge  about  Marco  Polo's  travels. 

His  own  account. 

SPECIAL  NOTES.  —  Question  11.  Note  particularly  that  sugar  was 
one  of  the  Asiatic  spices. 

Question  12.  In  connection  with  this  question,  dwell  upon  the 
point  that  Asia  was  a  very  desirable  place  for  the  merchants  of 
Europe  to  reach. 

GENERAL  SUGGESTIONS.  —  The  connection  of  this  study  with  the 
general  work  cannot  be  better  shown  than  in  the  following  extract 
from  a  letter  of  Justin  Winsor  to  the  Nation  of  April  9,  1891 :  — 

"  It  could  not  be  forgotten  by  any  one  who  knew  of  that  copy  of  Marco 
Polo  which  is  preserved  in  Seville,  and  marked  with  annotations  in  manu 
script  ascribed  to  Columbus  himself,  that  the  strange  marvels  of  the  '  Milione ' 
had  had  much  to  do  with  fostering  the  adventurous  dreams  of  the  Genoese 
navigator.  .  .  .  One  sees  to-day  in  the  municipal  palace  at  Genoa,  .  .  .  two 
superb  specimens  of  the  art  of  the  mosaic-maker.  One  is  a  portrait  of 


38  STUDIES   IN   AMERICAN   HISTORY. 

Columbus  and  the  other  of  Marco  Polo.  They  were  the  gift  of  Venice  to 
Genoa  in  commemoration  of  the  union  under  which  Victor  Emmanuel  and 
Cavour  brought  at  last  the  native  places  of  those  two  great  discoverers.  .  .  ." 

TEACHER'S  BEADING.  —  The  teacher  cannot  apply  his  time  better 
in  connection  with  this  study  than  in  reading  the  prefaces  in  the 
latest  edition  of  Yule's  Marco  Polo,  London,  1875. 


STUDIES   ON  LISTS  OF  IMPOKTANT  EVENTS   CONNECTED  WITH 
THE  STUDY   OF  GEOGKAPHY, 

Summary  of  points  to  be  made. 

Geography  before  Columbus. 
World  of  Herodotus. 

Countries  about  the  Mediterranean. 
Addition  made  to  this  world  by  the  Romans. 

Western  Europe. 
Addition  made  by  Northmen. 

Greenland  and  America  (soon  unknown  or  forgotten). 
Additions  made  by  Marco  Polo. 

Japan,  Java,  Siberia. 

More  exact  knowledge  of  China  and  India. 
Additions  made  by  the  Portuguese. 

Knowledge  of  the  African  coast. 

The  outline  map,  when  finished  by  the  pupils,  will  furnish  an 
excellent  and  perhaps  sufficient  summary  of  these  points. 

Geography  in  1492. 

Parts  of  the  world  still  unknown. 

(Fill  out  from  answers  of  pupils.) 
Use  of  printing  to  geographical  discovery. 

Kept  records  of  what  men  had  found  out. 

Furnished  cheaply  to  many  people. 

SPECIAL  NOTES  ON  THE  FIRST  STUDY  OF  THE  LIST.  —  Question  1. 
See  p.  14,  on  outline  map  making. 


IMPORTANT  EVENTS  IN  THE  STUDY  OF  GEOGRAPHY.   39 

Question  2.  Must  be  answered  from  a  study  of  the  map  made  in 
answering  Question  1. 

Questions  4  and  5.  Dwell  at  some  length  upon  the  answers  of 
these  questions,  since  the  Portuguese  discoveries  were  really  of  great 
importance,  both  as  leading  on  to  a  discovery  of  the  true  water-way 
to  India,  and  as  inciting  Columbus  and  other  navigators  of  the  time 
to  greater  activity.  The  picturesque  figure  of  Prince  Henry  the 
Navigator  will  make  an  interesting  addition  to  the  work.  For  the 
best  and  fullest  information  in  regard  to  him,  see  the  volume  of 
the  Hakluyt  Society  entitled  Prince  Henry  the  Navigator,  and  edited 
by  R.  H.  Major,  London.  ^This  book  is,  like  the  other  volumes  of 
this  series,  invaluable  as  a  finely  edited  source. 

Question  8.  The  answer  to  this  question  really  involves  the  point 
of  all  the  work  done  by  the  pupil  up  to  the  present  time. 

For  the  exploration  of  the  African  coast,  see  Winsor,  p.  35,  Vol.  I. 


GENERAL   REMARKS   ON   GROUP   II. 


The  chief  line  of  thought  to  be  kept  in  mind  throughout  this 
group  is  that  of  the  development  of  geographical  knowledge  through 
the  great  voyages  and  explorations  of  the  period.  Columbus,  as  he 
thinks,  discovers  India  and  Cathay  to  the  westward.  Vasco  da 
Gama  finds  the  way  to  India  around  the  great  African  cape.  The 
No-man's  Land  and  sea  between  looms  more  and  more  clearly  as  a 
continent,  and  little  by  little  wins  for  itself  the  name  and  place  of 
America  in  the  maps  of  the  period. 


STUDIES  1  AND  2,     CHRISTOPHER  COLUMBUS  AND  OOLUMBUS'S 
GREAT  DISCOVERY, 

Summary  of  points  to  be  made. 
Life  of  Columbus  before  1492. 
Born  in  Genoa,  1455 (?). 
Educated. 

By  travel. 

Reading  Ptolemy,  Marco  Polo,  and  other  geographers 

and  travellers. 

Study  of  astrology,  geometry,  arithmetic,  and  geography. 
Attained  idea  of  land  to  the  westward  from 

Iceland (V).     Justin  Winsor  does  not  countenance   this 

idea. 

Sailors'  stories. 
Toscanelli's  chart. 

His  own  studies  of  maps,  books,  etc. 
Attempted  to  find  help  for  voyage  westward  to  India  in 
Portugal,  France,  etc. 
Spain,  —  Ferdinand  and  Isabella. 
40 


CHRISTOPHER    COLUMBUS.  41 

Discouragements. 

Refusal  of  help  from  Portugal,  etc. 

Opinion  of  the  cosmographers. 
Columbus's  western  voyage  in  1492. 
Started 

In  three  small  ships. 

From  Palos,  a  walled  town. 

To  find  western  way  to  India. 
Its  dangers  and  trials. 

Length  of  voyage,  —  more  than  two  months. 

Fears  and  discontents  of  the  men,  and  their  mutiny. 

Small  ships  on  a  great  ocean. 

Storms. 

An  unknown  way. 
Its  result. 

The  DISCOVERY  OP  AMERICA,  Oct.  12,  1492. 

Opening  of  trade  with  the  Indians  for  cotton,  parrots,  etc. 

The  granting  of  America  to  Spain  by  the  Pope. 
Previous  steps  leading  to  this  discovery. 

Ptolemy. 

Marco  Polo. 

Portuguese. 
Character  of  Columbus. 

(To  be  filled  in  from  the  answers  given.) 
Sources  of  our  knowledge  of  Columbus. 

His  own  letters  and  journals. 

Accounts  of  his  son  and  companions. 

SPECIAL  NOTES.—  Study  1.  Question  1.  Call  attention  to  Marco 
Polo  by  the  question,  What  other  famous  discoverer  was  an  Italian? 

Question  4.  Here  is  the  place  to  refer  to  the  use  of  the  word 
Indian  made  by  Herodotus. 

Question  5.  See  printed  books  named  in  the  list,  p.  17,  1471- 
1492. 

Questions  10,  11,  16.     See  list,  p.  17. 

Study  2.  Questions  1,  2,  3.  Must  find  their  answer  in  the  picture 
on  p.  23,  where  the  pupils  will  see  that  Palos  was  a  walled  town, 
and  that  the  ships  of  Columbus  were  three  small  sailing  vessels. 


42  STUDIES   IN  AMERICAN  HISTORY. 

GENERAL  SUGGESTION.  — Here  is  another  excellent  place  in  which 
to  introduce  an  exercise  in  continuous  narrative,  as  in  the  case  of 
the  story  of  Lief.  Ask  some  pupil  to  tell  the  story  of  Columbus, 
and  afterward  call  for  criticism  and  suggestions. 

As  to  the  Land-fall  of  Columbus,  Winsor  says,  in  his  work  on  the 
great  admiral,  that  there  "  is  just  enough  uncertainty  and  contradic 
tion  respecting  the  data  and  arguments  applied  in  the  solution  of 
the  question  to  render  it  probable  that  men  will  never  quite  agree 
upon  which  of  the  Bahamas  it  was."  Winsor  himself  thinks  it  was 
Watling's  Island. 

TEACHER'S  READING.  —  A  number  of  excellent  books  have  lately 
appeared  on  Columbus ;  but  still  the  teacher  will  find  that  Irving's 
classic  work  is  by  no  means  superseded.  The  most  scholarly  work 
on  Columbus  in  English  is  probably  that  of  Justin  Winsor,  Chris 
topher  Columbus,  and  how  he  received  and  imparted  the  Spirit  of 
Discovery.  Boston,  1891.  $4.00.  See,  too,  his  chapters  on  Columbus, 
in  his  Narrative  and  Critical  History.  An.  excellent  monograph  on 
Columbus,  according  to  the  Literary  World,  is  the  following :  The  Life 
of  Christopher  Columbus,  by  Francesco  Tarducci.  Translated  from 
the  Italian  by  Henry  F.  Brownson.  Detroit,  Mich.  2  vols.  $2.50. 
This  book  contains  a  good  deal  of  documentary  material.  Also,  in 
the  series  called  The  Makers  of  America,  a  book  on  Columbus  is 
announced  by  Charles  Kendall  Adams.  See,  too,  Charles  P.  MacKie's 
With  the  Admiral  on  the  Ocean  Sea :  a  Narrative  of  the  First  Voyage 
to  the  Western  World.  Chicago,  1891.  This  is  founded  upon  and 
drawn  mainly  from  the  so-called  Journal  of  Columbus,  and  enriched 
by  extracts  from  other  sources.  See,  too,  John  Fiske's  new  book  on 
Columbus. 


STUDY  3,     THEEE  FAMOUS  VOYAGES. 

Summary  of  points  to  be  made. 

Three  famous  voyages. 

That  of  John  Cabot. 

Discovering  mainland  of  America. 


THREE  FAMOUS   VOYAGES.  43 

Near  Newfoundland. 
Thought  to  be  Asia. 
For  the  king  of  England. 
That  of  Vasco  da  Gama. 

Discovering  way  to  India. 

Around  Cape  of  Good  Hope. 

For  king  of  Portugal. 

Bringing  riches  of  India  to  Europe  —  gold,  silk, 

jewels,  spices. 
Last  voyage  of  Columbus. 

Discovering  mainland  of  North  America. 
About  Honduras. 
For  the  king  of  Spain. 
Sources  of  knowledge  of  these  voyages. 
Records  of  voyagers. 

SPECIAL  NOTES.  —  Question  2.  This  question  takes  for  granted 
that  the  children  know  that  codfish  are  to  be  found  at  the  mouth 
of  the  St.  Lawrence.  Also,  the  fact  that  Cabot  steered  directly  west 
from  England  must  be  kept  in  mind. 

Question  3.  The  teacher  must  spend  a  little  time  on  this  point, 
since  it  is  one  which  the  pupils  will  need  to  remember  afterward 
in  connection  with  conflicting  claims  of  the  European  monarchs. 
The  fact,  too,  that  the  English  settlements  and  explorations  started 
from  a  northern  point,  while  those  of  the  Spaniards  started  from 
the  southern  centre  of  the  West  Indies,  is  important  in  its  bear 
ing  on  the  areas  developed  by  those  two  peoples :  the  discovery  of 
the  Cabots  was  the  shoot  from  which  sprang  the  United  States 
and  Canada ;  that  of  Columbus,  the  shoot  from  which  sprang  the 
Spanish  Dominion  in  Mexico,  Central  America,  and  the  West 
Indies. 

Question  6.  The  teacher  must  pause  here  to  compare  the  actual 
productions  of  India  with  those  before  described  as  belonging  to 
that  country.  It  should  probably  be  remembered  also  that  this 
narrative,  although  related  by  a  companion  of  Da  Gama,  may  have 
some  fancy  touches  in  regard  to  such  matters  as  the  size  of  a 
diamond  or  the  number  of  turns  in  a  string  of  pearls. 


44  STUDIES    IN   AMERICAN    HISTORY. 

Questions  7,  #,  9.  These  questions  are  not  strictly  historical  in 
their  character,  and  are  inserted  under  some  mental  protest,  in 
deference  to  the  interest  which  will  naturally  be  felt  by  the  pupils 
in  the  final  fate  of  Columbus,  and  the  feeling  which  many  teachers 
have,  that  with  younger  students  history  should  be  a  sort  of  depend 
ency  of  biography. 

GENERAL  SUGGESTION.  —  The  teacher  may  wish  to  start  a  pro 
gressive  or  outline  map  with  the  pupils,  but,  for  reasons  given 
before,  we  have  massed  this  map-work  at  the  end  of  the  group  for 
the  sake  of  the  general  view  it  then  affords.  This  is,  however,  a 
matter  of  opinion  and  experience. 

TEACHER'S  BEADING.  —  See  Winsor,  chapters  on  Cabot  and  Co 
lumbus.  The  best  monograph  on  Vasco  da  Gama  is  the  preface  of 
the  volume  of  the  Hakluyt  Society  containing  his  voyages,  The 
Three  Voyages  of  Vasco  da  Gama,  by  Gaspar  Correa,  Hakluyt 
Society,  London,  1869. 

STUDY  4,     SPANIAKDS  IN  FLOKIDA, 

Summary  of  points  to  be  made. 

Spaniards  in  Florida. 

Discovery  of  Florida  made  by 

Ponce  de  Leon. 
Explorations  made  by 

Narvaez. 

De  Soto,  through  Florida,  Georgia,  Alabama,  Mississippi, 

and  westward,  crossing  the  Mississippi. 
Settlement  made  by 

Menendez. 

At  St.  Augustine.  1565. 

Displacing  the  French  at  Fort  Caroline. 
Expedition  of  De  Soto  and  his  knights. 
Its  objects. 
Its  incidents. 

Start  from  San  Lucar,  April,  1538. 

Arrival  in  Florida. 

Enslaving  of  natives. 


SPANIARDS   IN    FLORIDA.  45 

Wanderings  westward. 

Cross  the  great  river. 

Death  of  De  Soto. 

His  followers  reach  Mexico,  July,  1543. 
Difficulties  encountered. 

(Fill  out  from  answers  of  pupils.) 
Character  of  De  Soto. 

(Fill  out  from  answers  of  pupils.) 

SPECIAL  NOTES.  —  Question  1.  The  teacher  will  find,  upon  reading 
up  the  wanderings  of  De  Soto,  that  it  is  not  safe  to  make  very  defi 
nite  statements  in  regard  to  them ;  those  who  study  the  subject  most 
carefully  lay  out  quite  different  routes.  He  was  certainly  in  Florida 
and  Georgia,  Alabama  and  Mississippi ;  the  weight  of  authority  is 
of  opinion  that  he  crossed  the  Mississippi  at  the  lower  Chickasaw 
Bluff,  towards  the  northern  boundary  of  Mississippi ;  beyond  the 
river  no  one  knows  what  wanderings  he,  and  after  him  his  men, 
endured.  Conjecture  has  followed  him  from  the  Missouri  to  the 
Red. 

Question  14.  Not  only  had  Narvaez'  men  necessarily  crossed  the 
Mississippi,  but  in  all  probability  a  Spanish  captain,  named  Pineda, 
had  seen  its  mouth  as  early  as  1579.  (See  Winsor,  II.  237.) 

Question  15.  The  fact  that  the  Spaniards  accepted  the  gift  of 
the  Indian  house,  and,  in  fact,  made  it  the  foundation  of  their  own 
fort,  argues  a  rather  advanced  state  of  semi-civilization  among  the 
Florida  Indians. 

Question  17.  In  that  contest  of  the  Spanish  and  the  French  in 
the  swamps  and  woods  of  Florida,  which  resulted  in  the  establish 
ment  of  St.  Augustine  and  of  Spanish  dominion  in  Florida,  we  see 
one  of  the  first  scenes  of  that  drama  in  which  the  nations  of  Europe 
contended  for  the  lands  and  the  faith  of  the  New  World. 

GENERAL  SUGGESTION.  —  De  Soto  stands  as  the  type  of  the  Spanish 
explorer  of  the  interior.  Before  we  have  dealt  with  sailors  and 
captains ;  here  we  have  a  Spanish  knight,  armed  cap-a-pie,  conquer 
ing  and  enslaving  as  he  goes,  only  to  fall  at  last  a  victim  to  the 
endless  toils  and  dangers  involved  in  his  adventures. 


46  STUDIES    IN   AMERICAN   HISTORY. 

Florida  was  naturally  the  first  part  of  the  United  States  to  be 
taken  possession  of  by  the  Spaniards,  lying  near  neighbor,  as  it  did, 
to  Mexico  and  the  Spanish  Indies ;  but  note  that  by  Florida  the 
Spaniards  meant  indefinitely  those  southern  portions  of  the  conti 
nent  through  which  Narvaez  and  De  Soto  had  wandered. 

The  West  Indies  served  as  the  centre  and  base  of  supplies  for  a 
whole  new  set  of  expeditions  to  South  America,  Mexico,  and  Florida. 
Notice,  too,  the  personal  connections  that  run  along  between  the 
exploring  groups  ;  the  follower  in  one  becomes  the  leader  of  another. 
These  connections  may  be  taken  advantage  of  to  aid  the  memories 
of  the  children,  both  as  to  names  and  dates ;  thus  De  Soto  was  the 
companion  of  Pizarro  in  Peru,  and  in  Peru,  perhaps,  had  learned 
the  lessons  of  cruelty  towards  timid  and  helpless  natives.  Las  Casas 
was  a  companion  of  Columbus ;  and  it  was  his  friend,  the  viceroy  of 
Mexico,  who  pushed  exploration  into  New  Mexico  through  Father 
Marco  and  Coronado. 

TEACHER'S  READING.  —  See  Winsor's  chapter  on  De  Soto,  Vol.  II, 


STUDY  5,     SPANISH  MONKS  IN  THE  NEW  WOKLD, 

Summary  of  points  to  be  made. 

Spanish  treatment  of  the  Indians. 
In  general,  enslaved  them. 
De  Soto. 

Spanish  in  West  Indies. 
Exceptions. 

Las  Casas. 
Father  Marco. 
"Mareo's  expedition. 
(Objects. 

:  Settlement. 
•  Finding*  way!  to  India. 
;  Learning  productions  of  the  country. 
Converting  the  Indians. 
Getting  new  lands  for  Spain. 


SPANISH   MONKS   IN   THE   NEW   WORLD.  47 

Kesults. 

Discovery  of  Pueblo  Indians  in  New  Mexico. 

(  buffalo  hides. 
Using  -<  woven  cotton. 

{ irrigating  trenches. 

SPECIAL  NOTES.  —  Question  7.  Here  is  another  of  those  personal 
connections  noted  in  the  last  lesson.  Both  the  expeditions  of 
De  Soto  and  of  Father  Marco  are  started  off  on  account  of  reports 
made  by  survivors  of  the  ill-fated  attempt  of  Narvaez. 

Question  8.  An  interesting  comparison  may  be  made  between 
this  and  the  map  facing  p.  20.  The  teacher  himself  will  be  inter 
ested  in  looking  further  at  Joliet's  map  on  p.  88,  although  the 
attention  of  the  pupils  had  better  not  be  called  to  this  latter  map 
until  they  come  upon  it  in  due  course.  In  1530  the  men  of  Europe 
still  fancied  that  America  might  be  a  vast  outlying  peninsula  of 
Asia ;  in  Joliet's  time  they  had  given  up  this  idea,  but  were  seeking 
some  quick  and  easy  water-way,  either  through  or  around  the  great 
continent,  which  would  take  them  directly  into  the  genial  waters  of 
the  Vermilion  or  Indian  Seas. 

GENERAL  SUGGESTION.  —  The  increasing  importance  which  the 
history  of  the  Southwest  is  assuming  through  the  work  of  Bandelier 
and  others,  seems  to  justify  its  presence  in  a  school-text ;  and  this 
expedition  opens  this  story  of  our  Spanish  West,  —  a  story  whose 
continuation  is  traced  in  Lessons  16-19  in  the  fifth  group.  -The 
history  of  the  eastern  coast  has  too  long  absorbed  the  historical 
attention  of  our  people.  But  the  great  collections  of  Bancroft,  as 
well  as  the  patient  toil  of  a  host  of  scholars  now  at  work  on  our 
varied  and  interesting  local  history,  have  revealed  rich  mines  of 
fresh,  picturesque,  and  important  material  lying  unworked  through 
out  our  Western  States  and  Territories.  And  it  is  not,  perhaps, 
unimportant  that  the  story  of  Father  Marco  and  Coronado  give  to 
our  Southwest  that  connection  with  the  ages  of  chivalry  which  we 
gain  in  the  East  from  Raleigh  and  De  Soto. 

TEACHER'S  READING.  —  The  teacher  will  find  a  full  treatment  of 
Las  Casas  and  Father  Marco  in  Winsor,  Vol.  II.  For  Father  Marco 


48  STUDIES    IN   AMERICAN   HISTORY. 

also  see  Bancroft.  On  the  subject  of  the  Pueblo  Indians  he  will  find 
a  clear  and  scholarly  statement  in  John  T.  Short's  North  Americans 
of  Antiquity,  New  York,  1880.  He  will  also  do  well  to  read  the 
Gushing  articles,  to  which  the  pupil  is  referred  in  the  supplementary 
reading.  See,  too,  Bancroft's  Native  Races. 


STUDY  6,    THKEE  ENGLISH  CAPTAINS, 

Summary  of  points  to  be  made. 

Sir  Francis  Drake. 

Plunders  the  Spaniards  for  England. 
Discovers  New  Albion,  and  claims  it  for  Elizabeth. 
Circumnavigates  the  world. 
Sir  Martin  Frobisher. 

Seeks  northwest  passage. 
Seeks  for  gold. 

Discovers  and  names  Frobisher's  Bay. 
Sir  Walter  Raleigh. 

Tries  to  found  a  colony. 
History  of  this  venture. 

Charter  granted  by  Elizabeth. 
Kind  reception  by  Indians. 
Country  discovered  named  Virginia. 

Producing  timber,  grain,  fish,  vegetables. 
Colony  lost. 

SPECIAL  NOTES.  —  Question  2.  Drake  has  been  made  such  a  hero 
that  it  may  seem  rather  ungrateful  to  ask  the  children  to  name  him 
a  pirate ;  and  it  must  be  confessed,  too,  that  it  is  not  quite  fair  so 
to  name  him.  It  is  undoubtedly  true  that,  placed  in  the  nineteenth 
century,  he  would  be  such ;  but  in  the  sixteenth  century  the  morality 
of  navigation  had  not  developed  far  enough  to  make  any  distinction 
between  official  and  non-official  war,  between  regular  and  irregular 
commerce.  And  it  is  not  likely  that  Drake,  in  plundering  the 
Spanish  main,  was  looked  on  in  any  other  light  than  that  of  a  good 
English  knight,  bravely  serving  his  country  in  foreign  parts. 


LIST    OF   IMPORTANT    VOYAGES.  49 

TEACHER'S  READING.  —  See  chapters  of  Bancroft  and  Winsor. 
For  monographs  with  edited  sources  see  Sir  Walter  Raleigh  and  his 
Colony  in  America,  in  Prince  Society  Publications,  Boston,  1884; 
and  for  Drake  and  Frobisher,  the  volumes  devoted  to  them  in  the 
publications  of  the  Hakluyt  Society. 


STUDY  ON  7,   LIST  OF  IMPORTANT  VOYAGES  AND  ENTEEPEISES, 

1492-1607. 

For  the  recitation  the  teacher  will  review  the  work  which  the 
pupils  have  done  at  home  with  a  wall  or  blackboard  map,  and  call 
their  attention  to  the  general  relation  and  position  of  the  Spanish, 
French,  and  English  discoveries.  The  pupils  will  readily  see  how 
Spanish  America  lies  in  a  southern  belt,  with  the  West  Indies  as  a 
starting-point;  while  the  French  lie  in  a  northern  belt,  with  the 
St.  Lawrence  as  its  centre ;  and  the  English  lie  scattered  along 
the  intermediate  coasts,  not  so  much  in  the  character  of  interlopers 
as  in  that  of  would-be  settlers. 

The  answers  made  to  the  questions  on  the  map  will  summarize 
something  as  follows  :  — 

Period  of  discovery,  1492-1604. 
Discoveries  made  by 

Italian  sailors. 

Spanish  and  Portuguese  knights. 

French  sailors,  merchants,  and  fishermen. 

English  knights  and  captains. 
At  expense  of 

Kings. 

Nobles. 

Adventurers. 
Colonies  founded 

By  Spaniards,  at  St.  Augustine. 

By  French,  at  Port  Royal  in  Nova  Scotia,  and  on  the 
Carolina  and  Florida  coasts. 

By  English,  at  "Roanoke. 


50  STUDIES   IN   AMERICAN   HISTORY. 

Great  achievements  of  period. 
Columbus's  voyages. 
Voyages  of  the  Cabots. 

Circumnavigation  of  the  world  by  Magellan  and  Drake. 
Car  tier's  exploration  of  the  St.  Lawrence. 
Coronado's  entrance  into  New  Mexico,  etc. 
Objects  of  discovery. 

To  find  the  way  to  India. 

Directly  westward,  Columbus. 

By  northwest  passage,  Frobisher. 

Around  Cape  of  Good  Hope,  Yasco  da  Gama. 

Through  America,  Marco  and  Coronado. 
To  find  gold. 
To  settle. 
To  convert  the  heathen. 

SPECIAL  NOTES.  — Second  Study.  Question  1.  There  is  a  certain 
pathos  in  the  fact  that  Italians  should  lead  the  way  in  making  the 
discoveries  which  were  destined  to  ruin  the  supremacy  of  the  Italian 
merchants ;  for,  in  the  fifteenth  century,  Italy  was  the  mart  of 
Europe.  The  ships  of  Venice  and  Genoa  met  the  caravans  of  Asia 
at  the  gates  of  Aleppo,  Constantinople,  and  Alexandria,  and  through 
the  hands  of  Italian  merchants  passed  the  silks,  the  wines,  the 
spices,  the  jewels,  the  gold,  and  ivory  for  all  the  luxury  of  Europe. 
But  when  Columbus  discovered  America,  and  Vasco  da  Gama  found 
the  direct  water-way  to  Calcutta,  the  marts  of  Europe  shifted  from 
the  Mediterranean  to  the  Atlantic,  the  palaces  of  Genoa  and  Venice 
began  their  decay,  and  the  palaces  of  England  and  Spain  began,  in 
their  turn,  to  gather  treasures  of  wealth  and  art. 

Question  2.  The  teacher  may  dwell  upon  the  fact  that  these  dis 
coveries  required  great  sums  of  money,  to  equip  ships,  furnish  them 
with  provisions,  pay  the  men.  Like  the  Arctic  and  African  expeditions 
of  our  own  day,  they  were  works  beyond  the  means  of  a  private  purse. 

Questions  3  and  4.  By  1513,  the  experience  gained  through  the 
new  commercial  activity  had  bred  up  a  set  of  Spanish  and  Portuguese 
captains,  apt  pupils  of  their  Italian  masters,  ready  to  follow  in  their 
tracks,  and  make  new  tracks  of  their  own. 


LIST    OF   IMPORTANT    VOYAGES.  51 

Question  5.  The  English  and  the  French  were  slower  far  to  enter 
upon  the  routes  of  discovery.  Only  after  the  world  began  to  talk 
of  the  new  lands  and  markets  of  the  West  were  England  and  France 
finally  aroused,  and  even  then  their  enterprises  were  timid,  on  a 
small  scale,  not  carried  on  by  government,  but  by  private  individuals 
of  great  wealth,  or  by  companies  of  merchants,  who  were  keenly 
alive  to  the  pulse  of  the  commercial  world. 

Tliird  Study.  Questions  1  and  2.  These  questions  are  most  gen 
eral  in  their  character,  and  simply  call  attention  to  the  fact  that  all 
Europe  was  Catholic  when  Columbus  discovered  America,  but  that 
during  the  period  of  discovery  the  Protestant  churches  had  already 
sprung  up.  According  to  time,  inclination,  and  circumstance,  the 
teacher  may  pay  more  or  less  attention  to  this  great  fact,  which  had 
an  important  bearing  on  the  history  of  many  of  the  settlements. 


GENERAL   REMARKS   ON   GROUP   III. 


There  is  no  one  line  of  thought  to  be  carried  through  this  great 
group  of  studies  on  colonial  times,  for  the  simple  reason  that  the 
real  history  consists  of  a  great  many  detached  elements  and  im 
pulses,  through  which,  little  by  little,  decided  tendencies  show  them 
selves.  A  little  group  of  English  settle  in  Virginia ;  a  little  group 
of  French  settle  on  the  St.  Lawrence ;  a  little  group  of  Dutch,  at 
Manhattan  ;  a  group  of  Swedes  build  a  fort  on  the  Delaware  ;  French 
Jesuits  are  at  work  on  Lake  Huron ;  English  fur-traders  are  on  the 
banks  of  Hudson's  Bay;  English  Puritans  are  catching  cod  and 
building  churches  on  the  New  England  shore.  That  is  the  charac 
ter  of  the  period- — a  time  of  many  and  various  beginnings  by  people 
of  all  creeds  and  nationalities,  for  all  purposes.  But,  little  by  little, 
greater  things  shape  themselves.  The  St.  Lawrence  leads  the 
.Frenchmen  on  to  the  Great  Lakes  and  the  Mississippi  Valley,  and 
a  great  embryo  empire  of  a  new  France  forms  among  the  traders, 
Indians,  and  priests ;  the  English  settlements  spread  from  Boston 
westward  and  southward,  and  from  Jamestown  northward,  until 
manifest  destiny  obscures  and  finally  obliterates  the  solitary  posts 
of  the  Swedes  and  of  the  Dutch ;  and  so  another  embryo  empire  of 
a  new  England  forms  itself  along  the  Atlantic  seaboard  and  about 
the  shores  of  Hudson's  Bay ;  while  the  stronger  and  older  child  of 
Spain  has  grown  apace  in  the  sun  of  the  South.  Soon  these  fast- 
growing  children  need  more  room,  crowd  and  push  one  another  in 
the  Mississippi  Valley  and  in  the  Canadian  lakes  and  forests.  So 
comes  about  the  French  and  Indian  War,  and  the  definite  mastership 
of  the  North  American  continent  passes  into  the  hands  of  England 
and  Spain. 

The  studies  of  this  group  simply  try  to  mirror  as  well  as  may  be 
this  very  state  of  things.  The  important  beginnings,  with  their 
52 


SOURCES    AND    AUTHORITIES    FOR    COLONIAL    PERIOD.        53 

characteristic  circumstances  of  government,  religion,  and  never- 
ceasing  Indian  war,  are  given ;  while  the  final  lessons  of  the  series 
present  the  focus  of  the  preceding  work  in  the  French  and  Indian 
War. 

Meanwhile  two  other  tendencies  were  growing  during  this  period, 
—  a  tendency  to  the  union  of  the  English  colonies,  and  a  tendency 
to  the  formation  of  free  and  independent  governments.  These 
tendencies  led  the  way  to  the  Revolution  and  the  formation  of  the 
United  States  of  America.  The  lessons  that  bear  on  this  develop 
ment  in  the  group  are  those  on  English  colonial  governments,  King 
Philip's  War  and  Bacon's  Rebellion,  the  New  England  charters,  and 
the  lessons  on  the  French  and  Indian  War. 

These  four  points,  then,  are  to  be  held  in  mind  throughout  the 
work  in  this  group :  the  fragmentary  nature  of  the  actual  history ; 
the  formation  of  great  colonial  empires,  which,  crowding  on  each 
other,  finally  come  to  the  grapple,  which  leaves  England  and  Spain 
masters ;  the  growth  of  union ;  and  the  development  of  free  and 
independent  governments  among  the  English  colonies. 

General  Sources  for  the  Colonial  Period. 

The  publications  of  the  various  State  historical  societies  are  the  richest 
sources  for  the  colonial  period.  See  also  Force's  American  Archives,  and  Ebene- 
zer  Hazard's  Historical  Collections.  For  New  England,  in  addition  to  the  publi 
cations  of  the  various  State  historical  societies,  see  Bradford's  History  of  the 
Plymouth  Plantation,  and  Young's  Chronicles  of  the  Pilgrims;  in  New  York  the 
documents  relating  to  the  colonial  history  of  the  State  of  New  York,  published 
by  the  State.  For  the  French  history  see  the  publications  of  the  State  Historical 
Society  of  Louisiana,  Wisconsin,  Illinois,  etc.  The  relations  of  the  Jesuits  are 
not  translated  into  English,  and  even  in  French  are  not  very  accessible.  The 
French  reprint  of  Quebec,  1858,  in  three  volumes,  is,  perhaps,  the  most  accessi 
ble,  though  rare. 

General  Authorities  for  the  Colonial  Period. 

* 
E.  D.  Neill,  The  English  Colonization  of  America.     14s. 

Of  especial  value  for  the  Middle  States. 
H.  C.  Lodge,  Short  History  of  the  English  Colonies.     $3.00. 

An  excellent  compendium,  arranged  by  colonies. 


54  STUDIES   IN   AMERICAN   HISTORY. 

J.  A.  Doyle,  English  Colonies  in  America.     Vol.  I.     Holt.     $3.50. 
Vol.  I.  contains  the  Southern  Colonies. 

J.  G.  Palfrey,  History  of  New  England.     4  vols.     $14.50. 

J.  G.  Shea,  Discovery  and  Exploration  of  the  Mississippi  Valley.     $6.00. 

F.  Parkman,  France  and  England  in  North  America.     7  vols.     Each,  2.50. 

1.  The  Pioneers  of  France  in  the  New  World.  2.  The  Jesuits  in  North 
America.  3.  The  Discovery  of  the  Great  West.  4.  The  Old  Regime  in  Canada. 
5.  Count  Frontenac  and  New  France.  6  and  7.  The  Conspiracy  of  Pontiac. 

These  works  of  Parkman  are  so  faithfully  worked  out  from  the  sources,  and 
with  such  literary  skill,  as  to  become  of  high  value. 

See,  too,  the  articles  of  Edward  Eggleston  in  the  Century  Magazine  during  the 
years  1883-1888. 


STUDY  1. 

Summary  of  points  to  be  made. 

Sources  of  knowledge  about  Indians. 

Columbus,  De  Soto,  Raleigh,  ancj,  other  early  explorers. 
Biographies  of  Indians  and  their  captives. 
Collections  of  Indian  relics  at  Washington  and  other  places. 
Our  present  Indian  tribes. 
Sources  of  knowledge  about  Mound-builders. 

Things  found  in  the  mounds. 
Indian  life. 

Its  occupations. 
Hunting, 

Killing  of  enemies, 
Building  lodges  —  men  and  women. 
Making  fences  —  women. 
Getting  mat-stuff  —  men  and  women. 
Trading  with  wampum  money. 
Making  wampum,  baskets,  cotton  cloth,  rude  furniture, 

pottery,  tools,  etc. 
Its  ideal  —  the  brave  chief. 
Its  religion  —  belief  in  a  Great  Spirit. 


INDIAN    LIFE   AND   REMAINS.  55 

Mound-builders. 

Their  occupations. 

Hunting,  making  tools,  mining  or  trading  for  copper. 
Situation. 

All  through  Mississippi  Valley. 
Territory  of  the  United  States  at  1607. 
Inhabited  by 

Indian  tribes.     (See  map.) 
Explored  by 

Spaniards  from  Florida  to  Arizona. 
French  along  South  Carolina  and  Florida. 
English  along  North  Carolina  shores. 
European  settlements  at 

St.  Augustine. 

Nearest  European  settlements  outside  of  present  territory. 
Spaniards  in  Mexico,  New  Mexico. 
French  in  Nova  Scotia. 
Natural  water-ways  of  the  country. 

Atlantic,  for  the  people  of  the  Atlantic  seaboard. 

Pacific,  for  the  people  of  the  Pacific  seaboard. 

St.  Lawrence  and  Great  Lakes,  Mississippi  and  Ohio,  for 

the  Interior. 
Fox   and  Wisconsin,  Illinois,  the  Wabash,  to  connect 

lakes  with  Mississippi. 
Natural  products  of  the  country. 
(Filled  out  from  answers.) 
White  men  and  Indians  before  1G07. 

White  men  wished  from  Indians 

Fur,  land,  gold,  corn,  copper,  etc. 
Indians  wished  from  whites 

Guns,  cloth,  etc. 
First  reception  of  white  men  by  Indians. 

Generally  kind.     See  Columbus,  De  Soto,  Marco, 
Raleigh. 

SPECIAL  NOTES.  —  Study  1.  Question  1.  The  pupil  may  not  think 
to  employ  the  pictures  of  Indian  remains  as  one  of  his  sources  of 
information,  but  the  teacher  had  better  not  say  anything  about  it 


56  STUDIES    IN   AMERICAN   HISTORY. 

until  the  time  of  recitation,  so  as  to  give  him  the  benefit  of  finding 
it  out ;  and  if  he  finds  that,  after  all,  they  have  been  forgotten,  let 
him  simply  remark,  "  There  is  one  thing  that  can  tell  you  about  the 
Indians  that  you  have  all  forgotten ;  see  if  you  cannot  find  out  more 
before  to-morrow." 

Question  6.  It  is  interesting  to  note  that,  before  the  white  men 
appeared  upon  the  scene,  death  was  the  penalty  for  trespassing  on 
the  hunting-grounds  of  an  Indian  tribe. 

Question  10.  This  question  may  seem  insufficient,  considering 
the  amount  that  has  been  done  and  said  in  regard  to  the  Mound- 
builders  ;  and  yet  its  answer  contains  nearly  all  that  is  really  known 
about  them.  All  the  latest  investigation  goes  to  show  that  they 
were  probably  North  American  Indians  of  a  rather  advanced  type. 

Second  Study  on  1.  Question  1,  If  there  is  a  difficulty  in  answer 
ing  this  question,  the  teacher  has  simply  to  refer  to  the  list  on  p.  49, 
where,  at  the  dates  1603  and  1604,  he  will  find  the  beginning  of 
that  enormous  fur-trade,  which  was  the  first  of  the  treasure-troves 
of  America. 

Questions  8  and  9.  These  questions  are  simply  preparatory,  and 
must  not  be  made  too  much  of  or  followed  up  for  the  present. 

GENERAL  SUGGESTION.  —  In  nearly  every  part  of  our  country  a 
request  from  the  teacher  to  the  pupils  that  they  should  bring  to  the 
class  on  the  day  of  this  lesson  any  Indian  relic,  or  anything  made 
by  the  Indians,  will  produce  a  number  of  interesting  objects.  The 
teacher  should  ask  the  pupils  to  say  what  each  of  these  objects  can 
tell  us  of  the  Indians,  and  should  use  the  list  thus  gained  as  far  as 
possible  in  the  summary. 

TEACHER'S  READING.  —  The  bibliography  of  our  native  Indians 
is  so  extensive,  and  at  the  same  time  so  special  in  its  character, 
that  it  is  hard  to  refer  the  teacher  to  any  single  excellent  and  schol 
arly  work.  The  mass  of  facts  is  buried  in  a  great  number  of  gov 
ernment  reports,  in  many  books  of  travel  and  adventure,  in  the 
scarce  biographies  of  pioneers,  in  journals  of  exploration,  in  books 
written  to  prove  that  the  North  American  Indians  are  Jews,  or 
Welshmen,  or  Chinese,  in  the  relations  of  the  Jesuits  and  other 


THE  PLANTING   OF   JAMESTOWN.  57 

missionaries ;  but  a  single  excellent  book,  giving  a  trustworthy 
general  view  of  the  subject,  does  not  as  yet  exist.  In  an  article 
by  Edward  Eggleston,  in  the  Century  Magazine  for  May,  1883,  there 
is  such  a  view,  accompanied  by  a  map,  showing  distribution  for 
many  tribes ;  and  in  Bancroft's  Native  Races  there  is  such  a  view 
for  the  Pacific  coast.  See  also  the  Cyclopaedias. 

Special  studies  made  on  special  tribes,  together  with  beautiful 
illustrations  of  Indian  work,  may  be  found  in  the  Smithsonian 
Publications  of  the  Ethnological  Bureau.  For  the  Mound-builders, 
the  most  authoritative  account  is  that  given  in  the  fifth  volume  of 
these  publications  for  the  years  1883  and  1884,  in  a  paper  prepared 
by  Cyrus  Thomas.  The  ruins  of  Casas  G-randes,  and  the  other 
remains  in  Arizona,  are  treated  in  two  articles  by  Mr.  Bandelier, 
in  the  Nation  for  Aug.  28  and  Sept.  4,  1890.  See  also  Century, 
March  and  April,  1890,  for  two  articles  descriptive  of  the  remains 
in  the  Ohio  Valley ;  and  an  article  in  October  of  the  same  year  for 
one  on  the  prehistoric  cliff-dwellers. 


STUDY  2,     THE   PLANTING  OF   JAMESTOWN,  OK   THE 
BEGINNING   OF  VIKGINIA, 

Summary  of  points  to  be  made. 

Settlement  of  Jamestown. 
Colony  sent  out  by 

London  Company 

in  1607. 
Rights  of  settlement  founded  on 

King  James's  charter. 

Cabot's  discovery. 
Objects. 

To  settle  lands,  get  fish  and  other  products. 

To  search  for  mines. 

To  find  short  way  to  India. 
Founders. 

English  gentlemen. 

A  few  workmen  and  servants. 


58  STUDIES   IN   AMERICAN   HISTORY. 

Leaders. 

John  Smith  and  other  councillors. 
Difficulties. 

Troubles  with  the  savages. 

Hard  work. 

Few  workmen. 

Small  provision. 

Bad  shelter. 

Bad  management,  therefore  starving  time. 

Sickness  and  death. 
Advantages  of  site. 

On  a  river. 

In  the  midst  of  a  fertile  land. 

Good  fishing  and  hunting. 

Plenty  of  wood. 

Relations  of  white  men  and  the  Indians. 
Common  buildings  of  the  settlement. 

Fort,  supply  store,  church. 
Nearest  white  settlement. 

St.  Augustine. 
Virginia  Indians. 

Lived  on  game  and  fish ;  hunters  and  fishers. 
Corn;  cultivators. 
Defended  themselves  with 

Bows  and  arrows. 

Lived  in  palisaded  villages. 

SPECIAL  NOTES.  —  Question  3.  The  French  might  have  disputed 
this  right  on  account  of  Verrazano. 

Question  4.  It  is  important  to  note  that  the  London  Company 
seriously  thought  of  Virginia  as  probably  a  narrow  strip  of  land,  01 
a  great  island  lying  between  them  and  the  Indian  Sea. 

Question  9.  One  of  the  most  natural  answers  to  this  for  one  who 
had  read  the  previous  biography  of  John  Smith  would  be  to  say  his 
experience  in  adventure  in  half-civilized  lands.  But  there  is  so  much 
dispute  among  scholars  as  to  John  Smith's  character  and  the  facts 
of  his  biography,  that  it  has  seemed  best  to  bring  out  only  the  most 
evident  and  salient  fact  that  he  naturally  came  to  the  front  in  such 


SAMUEL   DE   CHAMPLAIN.  59 

affairs  by  his  bold  and  sagacious  character.  His  natural  powers  of 
observation  were  entirely  above  the  average,  as  a  study  of  the  maps 
which  he  was  the  first  to  make  for  our  new  country  will  abundantly 
show.  , 

Question  11.  Bations  had  to  be  dealt  out  from  a  common  ket- 
tell  until  the  colonists  could  by  cultivation  enter  into  a  larger  and 
a  freer  life,  when  each  man  could  own  and  fill  a  kettle  for  himself. 
In  all  these  colonial  enterprises,  the  colonists  at  first  had  most  things 
in  common. 

GENERAL  SUGGESTION.  —  As  has  been  said,  the  character  of  John 
Smith  is  regarded  as  questionable  and  some  of  his  most  famous  deeds 
apocryphal.  The  famous  story  of  Pocahontas  is  a  case  in  point; 
some  of  our  most  careful  students  are  inclined  to  reject  it  altogether. 
Edward  Arber,  the  editor  of  the  Arber  Eeprint,  containing  all  the 
works  of  John  Smith,  still  clings  to  what  is  a  bit  of  delightful  and 
picturesque  romance;  and  it  is  certain  that  Pocahontas  had  an  unu 
sual  friendliness  toward  the  Virginia  settlers. 

TEACHER'S  READING.  —  This  period  is  well  and  thoroughly  treated 
in  all  the  histories  covering  this  period.  We  would  call  attention  to 
Moses  Coit  Tyler's  History  of  American  Literature,  the  opening  chap 
ters  of  which  convey  a  vivid  impression  of  the  life  and  spirit  of  the 
Jamestown  colony. 

STUDY  3,     SAMUEL   DE   OHAMPLAIN,   OR    THE  BEGINNINGS   OF 

CANADA, 
Summary  of  points. 

Beginnings  of  Canada. 

Quebec;  trading-post;  Champlain. 

Huron  missions ;  Le  Caron. 
Founding  of  Quebec. 

(Summarize  this  under  -the  same  headings  as  those  given  for 

Jamestown.) 
Huron  missions  begun. 

By  Father  le  Caron. 

In  1615. 

Near  eastern. shores  of  Lake  Huron. 


60  STUDIES   IN   AMERICAN   HISTORY. 

French  explorations  before  1620. 

St.  Lawrence  —  Cartier. 

Lake  Champlain  —  Champlain. 

Lake  Ontario  —  Champlain. 

Lake  Huron  —  Champlain  and  Le  Caron. 
Old  French  route  west. 

Ottawa  River,  Lake  Nipissing,  Huron,  etc. 

SPECIAL  NOTES.  —  Question  2.  It  is  interesting  to  see  in  the 
description  of  the  first  fort  at  Quebec  an  attempt  at  a  rude  mediae 
val  fortress,  with  its  moat. 

Question  4.  The  teacher  cannot  emphasize  too  often  the  fact  that 
the  only  easy  means  of  communication  open  to  our  first  settlers  were 
the  water-ways,  —  of  sea,  lake,  and  river;  as  a  witty  Frenchman  has 
said,  "  Rivers  are  roads  that  run." 

Question  5.  The  difference  between  the  French  and  English  rela 
tions  with  the  Indians  is  largely  to  be  accounted  for  by  the  fact  that 
the  French  were  primarily  traders,  and  expected  to  make  their  living 
by  the  Indian  trade  in  furs ;  while  the  English  were  primarily  set 
tlers,  and  expected  to  make  their  living  from  the  land  and  its  prod 
ucts,  so  that  while  the  French  encouraged  the  hunting  and  fishing 
of  the  Indians,  the  English,  from  the  very  beginning,  began  to  crowd 
them  out  from  the  lands  where  they  made  a  living. 

Question  11.  See  on  map  facing  p.  100,  Ottawa  River  and  Lake 
Nipissing,  with  a  portage  between.  This  old  Indian  trail  so  set  the 
path  of  the  French  that  Lake  Huron  was  earlier  and  better  known 
than  either  Lakes  Ontario  or  Erie.  In  fact,  Lake  Erie  was  the  last 
of  the  Great  Lakes  to  be  discovered. 

TEACHER'S  READING.  —  See  Winsor's  chapter  on  Champlain,  Vol. 
IV.  For  Champlain's  own  writings,  see  the  volumes  of  the  Prince 
Society  Publications  devoted  to  him. 


THE    PILGRIM    FATHERS.  61 


STUDY  4,      THE   PILGKIM    FATHERS,   OE    THE    BEGINNINGS    OF 

NEW  ENGLAND, 

Summary  of  the  points  to  be  made. 

Beginnings  of  New  England. 

Early  explorers  of  the  New  England  coast. 

Champlain,  John  Smith. 
Founding  of  Plymouth. 

(Fill  out  as  with  Jamestown  and  Quebec.) 

Nearest  white  settlement,  Quebec  —  French,  Catholic. 

Natural  productions  of  the  country. 

Fish,  furs,  corn,  game. 

Founding  of  Salem  and  Boston,  1630,  by  the  Puritans. 
Residences  of  Pilgrims  before  1620. 

(Fill  out  from  text.) 
Character  of  Pilgrims. 

(Fill  out  from  answers  of  the  pupils.) 

SPECIAL  NOTES.  —  Question  1.  It  is  not  best  to  trouble  the  pupils 
with  any  other  names  of  early  explorers  of  the  New  England  coast 
than  those  given  in  the  summary.  It  may  be  well,  however,  for  the 
teacher  to  keep  in  mind  that  under  the  name  of  Norumbega,  New 
England  was  known  to  the  French  from  the  time  of  Verrazano, 
while,  from  1527  onward,  its  shore  had  been  haunted  by  English 
sailors  and  adventurers,  hunting  fish,  and  furs.  A  full  list  of  these 
explorers,  probable  and  historical,  of  whom  John  Smith  may  stand 
as  type,  is  given  in  Winsor,  III.  170. 

The  English  were  much  more  active  than  the  French,  though 
Verrazano  had  first  seen  and  named  the  coast,  and  though  Cham- 
plain  had  carefully  explored  as  far  south  as  Martha's  Vineyard  (see 
p.  49,  1605),  entering  in  the  course  of  that  exploration  this  very 
harbor  of  Plymouth. 

Questions  2  and  3.  These  questions  are  not  so  much  for  the  sake 
of  giving  information  as  to  bring  home  more  keenly  to  the  mind  of 
the  pupil  the  fact  that  these  men  were  much  in  the  same  condition 


62  STUDIES    IN    AMEK1CAN    HISTORY. 

as  Robinson  Crusoe,  cast  on  the  desert  island,  —  their  only  markets 
the  wild  woods,  and  the  ships  from  England. 

TEACHER'S  READING.  —  The  subject  of  this  lesson  has  been  so 
thoroughly  and  so  often  explored  that  there  is  a  wealth  of  reading 
from  which  to  choose ;  still  the  teacher  cannot  do  better,  perhaps, 
for  a  beginning  than  to  read  Bancroft  over  this  period,  unless, 
indeed,  Young's  Chronicles  of  the  Pilgrims  and  other  sources  are 
accessible  to  him.  See,  too,  Eggleston's  Planting'  of  New  England, 
in  the  Century  for  January,  1883. 


STUDY  5,     THE   BEGINNINGS    OP    NEW  YOKE,  KHODE    ISLAND, 
AND   MARYLAND, 

Summary.  —  In  this  lesson  the  filling  out  of  the  tabulated  summary  is  a 
part  of  the  work  called  for  from  the  pupils,  and  the  form  on  p.  73,  when 
completed,  will  summarize  nearly  all  the  necessary  points.  Add 

Advantages  of  the  site  of  New  York. 
Intolerance  in  colonies. 

Virginia. 

New  England. 

SPECIAL  NOTES.  —  Question  5.  The  Pilgrims  are  not  to  be  massed 
with  the  Puritans  in  the  matter  of  intolerance.  The  serious  cases 
of  intolerance  occurred  among  the  Puritans  of  Salem,  Boston,  and 
Connecticut. 

TEACHER'S  READING.  —  For  New  York,  see  Bancroft ;  for  Mary 
land,  Scharf's  History  of  Maryland,  Baltimore,  1879;  for  Roger 
Williams,  see  Kiiowles's  Roger  Williams.  An  excellent  defence  of 
the  Boston  people  is  to  be  found  in  Dexter's  Congregationalism  in 
New  England,  a  very  fair  and  scholarly  presentation  of  the  whole 
religious  aspect  of  the  New  England  life.  See,  too,  Ellis's  Religious 
Element  in  New  England. 


ENGLISH    COLONIAL    GOVEKNMENTS.  63 


STUDY  6,     THE  OPENING  OP  THE  REGION  OF  THE  GKEAT  LAKES, 

Summary  of  points  to  be  made. 

French  explorations. 
Made  by 

Cartier  —  St.  Lawrence. 

Champlain  —  Lake  Champlain,  Ontario,  Huron. 

Catholic    missionaries,    like   Le   Caron  —  Lakes   Huron 

and  Superior. 
Fur   traders,   like    Nicolet  —  Lakes  Michigan,   Huron, 

Superior. 
Made  in  order  to 

Open  a  fur  trade  with  the  Indians  —  trading-posts. 
Convert  the  Indians  —  missions. 

The  questions  from  5  on  do  not  need  summarizing;  they  are 
intended  to  give  shading  to  the  points  mentioned  in  the  summary. 

TEACHER'S  BEADING.  —  Parkman's  Jesuits  in  North  America; 
Winsor's  chapters  in  Vol.  IV.  011  Discovery  of  the  Great  Lakes  and 
on  the  Jesuits,  the  Recollects  and  the  Indians. 


STUDY  7,     ENGLISH  COLONIAL  GOVEENMENTS, 

This  lesson  will  be  given  out  just  like  the  others,  beforehand,  for 
individual  study  ;  but  the  recitation  must  be  conducted  on  a  some 
what  different  plan.  Instead  of  asking  the  questions  just  as  they 
stand  in  the  pupils'  text,  the  teacher  should  have  placed  on  the 
board  beforehand  a  tabular  view  like  the  following,  which  must 
be  tilled  up  during  the  recitation  hour  by  children  and  teacher 
together :  — 
GOVERNMENT  IN  VIRGINIA,  1619:  — 

il.  Governor,  chosen  by  company. 
2.  Council,  chosen  by  company. 
(  Governor. 
3.  General  Assembly.  <    Council. 

\  Burgesses,  chosen  by  electors. 


64  STUDIES    IN    AMERICAN   HISTORY. 

.       (  Governor  calls  General  Assembly. 

(  General  Assembly  makes  laws  and  judges. 
General  Description.  —  A  proprietary  and  popular  government,  mixed. 

A  similar  table  may  be  made  of  Massachusetts  in  1630,  for  Con 
necticut  in  1639,  and  for  Maryland  in  1634 ;  only  these  parts  which 
are  in  italics  should  be  put  on  the  board  beforehand.  The  two 
new  terms  here  employed,  proprietary  and  popular,  must  be  given  by 
the  teacher,  although  the  facts  and  ideas  which  underlie  them  have 
already  been  met  by  the  pupil  in  his  own  study.  It  will  not  be 
wise,  perhaps,  to  give  in  this  lesson  the  terms  executive,  judicial, 
and  legislative,  although  the  facts  are  present. 

SPECIAL  NOTES.  —  First  Study.  Question  2.  This  question,  if 
difficult,  may  be  deferred  until  after  Question  5,  which  is  its  real 
antecedent.  After  the  pupils  have  noticed  how  many  of  the  laws 
came  necessarily  out  of  the  colonial  life,  they  will  then  see  very 
easily  how  it  was  that  the  colonists  should  get  on  better  when  they 
could  attend  to  the  making  of  their  own  laws. 

Question  7.  This  early  Virginia  Assembly  exercised  judicial  power 
in  the  cases  of  Captain  Martin  and  the  "  treacherous  servant." 

SPECIAL  NOTES.  —  Second  Study.  Questions  2  and  3.  It  is  of 
interest  to  note  that  the  first  schools  were  started,  not  at  all  with 
the  idea  of  intellectual  growth  or  the  acquisition  of  knowledge,  but 
primarily  to  keep  alive  the  knowledge  of  the  Scriptures  in  every 
household. 

Question  4.  Any  one  who  reads  over  any  collection  of  old  New 
England  laws  will  be  struck  with  the  great  number  of  what  are 
called  Sumptuary  Laws,  or  laws  which  apply  to  personal  matters, 
such  as  food  and  dress. 

Question  5.  The  early  colonists  of  our  country,  however,  were 
rather  ahead  of  their  age  than  behind  it  in  the  matter  of  punish 
ments. 

Question  7.  The  teacher  should  not  dwell  on  this  question  longer 
than  to  bring  out  the  fact  that  with  the  New  England  Puritans  no 
one  was  the  head  of  the  Church  but  Christ  himself,  while  to  the 
Virginians  the  king  was  the  legal  head  of  the  earthly  organization. 


KING   PHILIP'S    WAR   AND   BACON'S    REBELLION.  65 

GENERAL  SUGGESTION.  —  This  study  is  the  first  of  the  series  of 
elementary  constitutional  studies  running  through  the  book,  and  as 
such  must  be  thoroughly  mastered  by  the  pupil.  The  ideas  of 
government  are  in  themselves  more  difficult  than  those  of  explora 
tion  and  settlement;  but  teachers  of  United  States  History  do  not 
ordinarily  hesitate  to  use  the  terms  constitution,  executive,  judicial, 
proprietary,  etc.  The  effort  here  made  is  to  have  the  pupils  under 
stand  in  an  elementary  way  the  ideas  underlying  these  terms.  Every 
child  knows  what  a  rule  is,  knows  what  it  is  to  be  made  to  mind  the 
rule,  and  to  be  judged  for  not  minding  i': :  these  are  the  simple, 
fundamental  ideas  of  government,  and  the  teacher  need  not  go  far 
to  find  very  simple  comparisons  which  will  bring  the  matter  home ; 
for  instance,  comparisons  drawn  from  the  playground. 

TEACHER'S  KEADING.  —  See  general  references  for  period. 


STUDY  8,     KIM  PHILIP'S  WAK  AND  BACON'S  KEBELLION, 

Summary  of  points  to  be  made. 

King  Philip's  War. 
Causes. 

Christian  Indians  (disobedient  to  the  Indian  chiefs). 
Loss  of  land  by  the  Indians. 
Drunken  Indians. 
Dislike  of  the  colonists  to  heathen. 
Peculiarities  of  Indian  warfare. 

Fight  in  ambush,  —  in  swamps ;  in  woods. 
Fight  unexpectedly. 

Massacre  at  Mendham. 
End  of  the  war. 

Destruction  of  the  Narragan  setts. 

By  sword,  hunger,  cold. 
Death  of  Philip. 
Quiet  in  New  England. 
Bacon's  ^Rebellion. 
Causes. 

Trouble  of  Virginians  with  the  Indians. 


66  STUDIES   IN    AMERICAN   HISTORY. 

Delay  of  Governor  Berkeley  to  help  the  colonists. 
Therefore  the  colonists  help  themselves. 
Therefore  quarrel  of  Berkeley  and  the  Virginians. 
Leader,  Nathaniel  Bacon. 


SPECIAL  NOTES.  —  Question  7.  It  is  hard,  perhaps,  to  realize  just 
the  attitude  of  the  sixteenth  and  seventeenth  centuries  toward  the 
savages.  This  expression  of  the  matter  does  not  stand  alone.  We 
find  in  the  French  and  Spanish  writers  of  the  age  the  same  belief 
that  the  savages  were  in  some  peculiar  way  connected  with  the  devil. 
There  were  not  a  few  who  hinted  that  they  were  his  direct  off 
spring;  and  there  were  many  who  believed  that  it  was  doing  a 
righteous  deed  to  take  away  the  paradise  of  the  New  World  from 
these  infidels  and  heathen  in  behalf  of  the  true  children  of  the 
faith. 

GENERAL  SUGGESTIONS. — This  study  on  King  Philip's  War  is 
again  the  first  lesson  of  a  series  of  studies  or  parts  of  studies 
running  through  the  book  and  dealing  with  Indian  troubles.  This 
series  on  the  whole  will  show  that  our  Indian  troubles  have  been 
constant,  springing  always  from  similar  causes,  carried  on  by  similar 
methods,  and-  resulting  always  in  the  dominion  of  the  whites. 

In  Bacon's  Rebellion  we  have  another  sort  of  contest  mixed  up 
with  an  Indian  war,  the  sort  of  contest  which  began  as  soon  as  the 
colonists  became  conscious  of  special  needs  for  different  laws  from 
those  of  the  mother  country,  a  contest  which  ended  in  the  Revolu 
tion.  This,  too,  is  the  first  lesson  of  a  series,  and  in  both  parts  of 
the  study  special  attention  should  be  given  to  those  points  which 
connect  the  special  instance  with  the  general  course  of  events. 

TEACHER'S  READING.  —  For  King  Philip's  War,  the  teacher 
cannot  do  better  than  to  read  the  Old  South  Leaflets  referred  to  in 
the  supplementary  reading.  For  Bacon's  Rebellion,  see  the  Library 
of  American  Literature,  I.  465;  see,  too,  Century  Magazine,  July, 
1890,  for  good  article  by  Eggleston  on  Nathaniel  Bacon ;  for  New 
England  Confederacy,  see  Fiske's  Washington  and  his  Country,  p.  37. 


THE   OPENING   OF   THE   MISSISSIPPI   VALLEY.  67 


STUDY  9,     THE  OPENING  OP  THE  MISSISSIPPI  VALLEY. 

Summary  of  points  to  be  made. 

French  empire  in  America. 

Events  leading  to  the  opening  of  the  Mississippi  Valley. 

Spanish  explorations  about  its  mouth. 

French  explorations  about  the  Great  Lakes. 

French  explorations  in  the  valley  itself. 
French  settlements  made  for  the  holding  of  the  valley. 

Forts  Niagara,  etc.,  by  La  Salle. 

New  Orleans,  by  Bienville. 
Objects  of  exploration. 

Settlement. 

Opening  of  route  to  China.     (See  Joliet's  map.) 

The  fur  trade. 
Difficulties  of  exploration. 

(Fill  out  from  answers  of  pupils.) 
Value  of  Mississippi  Valley. 

Route  to  Gulf  of  Mexico. 

Fertile,  well-watered  territory. 
French  possessions  in  America  in  1700. 

Quebec,  Lake  Champlain. 

Lakes  Huron,  Michigan,  Ontario,  Superior. 

Mississippi  Valley,  Louisiana. 
Territory  of  States  entered  by  French  before  1700. 

New  York,  Michigan,  Wisconsin,  Minnesota. 

Illinois,  Arkansas,  Mississippi,  and  Louisiana. 
Character  of  La  Salle. 

(Fill  out  from  answers  of  pupils.) 

SPECIAL  NOTES.  —  Question  2.     See  Joliet's  map. 

Question  4.  Let  pupils  compare  Joliet's  map  with  that  on  p.  38. 
Ask  what  was  learned  about  America  between  1530  and  1673. 
What  idea  have  the  two  maps  in  common  ? 

Question  12.  The  teacher  must  keep  ever  in  mind  the  fact  that 
the  right  of  discovery  is  considered  to  constitute  a  right  of  posses 
sion  in  regard  to  strange  territories,  although  in  ethics  this  position 
may  be  disputed. 


68  STUDIES    IN   AMERICAN   HISTORY. 

Question  13.  This  question  is  important  as  having  to  do  with 
the  French  and  Indian  War,  the  Louisiana  Purchase,  and  the  Oregon 
Question. 

GENERAL  SUGGESTION.  —  This  lesson  is  the  first  of  a  series  deal 
ing  with  the  development  of  the  Mississippi  Valley.  The  other 
lessons  of  the  series  are  Numbers  12  and  15  of  this  same  group, 
13  of  Group  IV.,  2,  6,  8,  13,  and  14  of  Group  V.,  5  of  Group  VI. 

TEACHEK'S  READING.  —  See  Parkman's  Works.  See  also  George 
Cable's  articles  on  New  Orleans  and  Louisiana,  in  the  Century 
Magazine  for  1883. 

STUDY  10,     THE  BEGINNINGS  OF  PENNSYLVANIA  AND  GEOEGIA 

Summary  of  points  to  be  made.  Most  of  the  points  to  be  made  will 
be  covered  by  the  filling  out  of  the  chart  for  Pennsylvania  and  Georgia. 

Add 

Titles  to  land  obtained 

By  royal  charter. 

By  Indian  purchase. 
Colonists,  poor  and  persecuted  people,  helped  by 

Pen n  and 

Oglethorpe. 
Character  of  founders. 

Penn  (fill  out  from  answers  of  pupils). 

Oglethorpe  (fill  out  from  answers  of  pupils). 
Government  —  proprietary. 
Conflicts. 

Georgians  against  Spaniards. 

No  Indian  troubles. 

GENERAL  SUGGESTION.  —  It  is  interesting  to  note  how  much  freer 
the  later  than  the  earlier  colonies  are  from  the  troubles  of  hunger 
and  sickness.  Experience  seems  to  be  of  some  use. 

These  two  colonies  founded  by  philanthropists,  and  especially  for 
the  persecuted  and  unfortunate,  have  relationships  with  various 
propositions  before  the  public  at  present,  as  General  Booth's  Colo 
nies,  and  will  repay  careful  study  from  this  point  of  view. 

TEACHER'S  BEADING.  —  See  the  general  authorities  for  the  period. 


THE  NEW  ENGLAND  CHARTERS.  69 


STUDY  11,  THE  NEW  ENGLAND  OHAETEKS, 

Summary  of  points  to  be  made. 

Andros  and  the  men  of  New  England. 
Course  of  events. 

Loss  of  New  England  charters. 

Sir  Edmund  Andros  made  governor  of  New  England 

for  the  king. 

Makes  laws  without  consent  of  the  people. 
Forbids  town  meetings. 
Disputes  their  title  to  the  land. 
Taxes  the  people  without  their  consent. 
People  petition  king  against  Andros. 
People  overthrow  Andros. 
Character  shown  by  men  of  New  England. 
Love  of  liberty. 
Love  of  their  own  laws. 

Troubles  in  other  colonies  with  royal  governors.     (See  list.) 
In  North  Carolina. 
In  South  Carolina. 
In  New  York,  with  Andros. 

Troubles  in  England  between  the  people  and  the  king. 
Sorts  of  government  in  the  colonies. 

Royal  —  New  England,  under  Andros. 
Proprietary  —  Maryland. 
Charter  —  Massachusetts. 

SPECIAL  NOTES.  —  Question  7.  "  For  divers  weeks  the  Colony 
continued  without  any  pretence  to  Civil  Government;  yet  thro'  the 
mercy  of  God,  .  .  .  every  man  gave  himself  the  Laws  of  good 
Neighbourhood." 

Question  8.  This  question  is  a  very  fundamental  and  important 
one  in  constitutional  history,  and  the  teacher  must  dwell  upon  it 
until  lie  is  sure  that  the  pupils  understand  that  by  their  liberties  the 
men  of  New  England  meant  the  power  of  making  and  executing 
their  own  laws,  and  of  saying  how  their  own  money  should  be  spent 
in  taxes,  and,  above  all,  that  power  of  town  meeting. 


70  STUDIES    IN   AMERICAN   HISTORY. 

GENERAL  SUGGESTIONS.  —  In  this  lesson  the  foundation  must  be 
laid  for  the  ideas  of  taxation  without  representation,  of  liberty,  of 
revolution. 

TEACHER'S  READING.  —  See  general  authorities  for  colonial  period. 
See  Palfrey,  III.,  for  popular  accounts  of  the  charter  troubles  in 
Connecticut  and  Rhode  Island. 


STUDY  12,     THE   ENGLISH   ON   THE   ALLEGHANIES,   OK   THE 
CAUSES   OP   THE  JFKENCH  AND  INDIAN   WAE, 

Summary  of  points  to  be  made. 

The  lands  westward  of  the  English  colonies. 
Their  occupants. 

French  —  traders  and  trappers,  wood-rangers. 

Indians  —  natives. 

English  —  traders  and  trappers,  Hudson  Bay  Company, 

Ohio  Company. 
Claims  of  French  to  this  land. 

Discoveries  of  La  Salle,  the  Jesuits,  and  traders. 
Occupancy. 
Claims  of  English  to  this  land. 

Royal  charters. 
Claims  of  Indians  to  this  land. 

Possession. 

Causes  of  French  and  Indian  War. 
f  French. 

Disputed  claims  of  •<  English. 
(  Indians. 

Quarrels  of  French  and  English  traders  and  trappers. 
Means  employed  to  get  Indians  on  their  side. 

By  the  French,  )  _ 

-D    4.u    -n     T  -u    f  Presents. 

By  the  English,  j 

SPECIAL  NOTES.  —  Questions  1  and  2.     Not  that  furs  were  the 
first  bait  that  drew  white  men  in  from  the  seacoast. 

Question  4.     The  English  might  base  a  general  claim  to  the  whole 


THE   FRENCH   AND   INDIAN    WAR.  71 

continent  of  North  America  on  Cabot's  discovery,  as  the  French 
might  011  Verrazan*'s.  But  as  time  went  on  it  naturally  happened 
that  these  first  claims  rather  retreated  into  the  background  before 
the  energetic  work  of  the  various  inland  explorers,  who  might  with 
more  justice  lay  claim  to  the  lands  of  the  Mississippi  than  John 
Cabot,  who  touched,  perhaps,  on  Newfoundland,  and  then  sailed  back 
again. 

Question  8.  Refer  here  to  the  kindly  relations  of  the  Jesuits,  the 
fur-traders,  and  the  Indians,  besides  the  fact  that  the  French  were 
on  the  ground  first. 

Question  10.  Gather  these  difficulties  not  only  from  this  lesson, 
but  from  the  lesson  on  La  Salle. 

TEACHER'S  READING.  —  See  general  references  for  the  period. 


STUDIES  13  AND  14,     THE  FKENOH  AND  INDIAN  WAS, 

Summary  of  points  to  be  made. 

French  and  Indian  War,  1754-1763. 
Causes  of  the  war. 

(Fill  out  from  review  of  Study  12.) 
Reasons  for  colonial  union. 

Fear  of  common  danger. 
Wish  for  greatest  possible  strength. 
Franklin's  plan  of  union. 
Its  representatives. 

President-general,  representing  king. 
Grand  Council,  representing  the  colonists. 
Powers  of  the  representatives. 

Raise  money  and  soldiers. 
Build  forts. 
Make  laws. 
Check  each  other. 
Leading  events  of  the  war. 

Braddock's  defeat.     (See  special  study.) 

French  driven  from  Acadia  (go  to  Louisiana,  etc.). 


72  STUDIES   IN   AMERICAN   HISTORY. 

Fort  Du  Quesne,  taken  by  the  English,  becomes  Fort 

Pitt  (Pittsburg).  * 

Siege  of  Quebec.     (See  special  study.) 
(This  list  can  be  extended  according  to  the  teacher's 

judgment.) 
Results  of  the  war. 

Pontiac's  War. 

Unsettled  state  of  the  frontier. 

Colonial  union  strengthened. 

English  gain  Canada  and  Eastern  Louisiana. 

Spanish  gain  Western  Louisiana. 

Special  study  of  Braddock's  defeat. 

Causes  of  the  defeat. 

Braddock's  ignorance  of  the  country. 

His  ignorance  of  Indian  way  of  fighting. 

Neglect  of  colonial  advice. 

Braddock's  slow  march,  hindered  by  wagons. 

Different  modes  of  fighting  of  opponents. 

Indians  —  in  ambush,  behind  trees,  etc. 
British  —  in  line  and  in  open  field. 
Parties  engaged. 

British  regulars  and  British  colonists. 

French  troops  and  Indians. 
Result  of  Braddock's  defeat. 

Cruel  treatment  of  British  prisoners  by  Indians. 

Frontier  left  unprotected. 

Indian  murders  of  English  pioneers. 

Special  study  of  the  siege  of  Quebec. 
Importance  of  Quebec. 
Gate  of  Canada. 

Upper  gate  of  Louisiana ;  lower  gate,  New  Orleans. 
Difficulties  of  siege. 

On  part  of  English. 

Precipice-fort  of  Quebec. 
Must  take  it  in  the  enemy's  country. 
Slow  communication  with  home. 
On  part  of  French. 

Famine  —  lack  of  supplies. 


THE   FRENCH   AND   INDIAN    WAK.  73 

Leaders. 

English  — Wolfe. 

French  —  Montcalra. 
Result  of  siege  of  Quebec. 

Final  English  success. 

End  of  war. 

SPECIAL  NOTES.  —  Study  13.  Questions  1-7.  Are  preparatory 
for  the  Revolution  and  the  Union. 

Questions  8-10.  These  questions  refer  back  to  Study  12  for  their 
answers,  which  they  find  in  the  experiences  of  Gist  and  Washington. 

Question  19.  Is  intended  simply  to  emphasize  the  great  impor 
tance  of  Fort  Du  Quesne,  situated  as  it  was  at  the  head  of  the  Ohio, 
and  commanding  all  the  easy  approaches  to  the  great  new  west. 
For  special  maps  of  Virginia  and  Pennsylvania  around  Fort  Du 
Quesne,  see  Sparks'  Washington,  II.  38,  110. 

First  Study  on  14.  Questions  1-5.  Here,  as  in  all  the  colonial 
period,  the  importance  of  the  river-road  is  emphatic.  Quebec  was 
the  fortress  and  the  gate  of  all  the  country  above  on  the  St.  Lawrence 
and  the  Ottawa,  the  key  of  Canada. 

Question  7.  Here  is  a  good  place  for  introducing  the  term  strata 
gem. 

Questions  12,  13,  14.     See  list. 

Second  Study  on  14.  Question  10.  See  list,  1088-1714,  1744-1749. 
In  these  wars,  the  main  issue,  however,  was  in  Europe ;  while  in 
the  French  and  Indian  War,  it  was  in  America. 

GENERAL  SUGGESTION. — It  is  hoped  that  by  this  time  the  use  of 
the  lists  as  references  is  sufficiently  clear.  They  are  simply  for 
reference  and  for  text  study,  and  should  in  no  case  be  imposed  as  a 
task  for  memorizing. 

TEACHER'S  BEADING.  —  See  Parkman. 

See  Century  Magazine,  October,  1882,  on  Gibraltar  of  America. 


74  STUDIES   IN    AMERICAN    HISTORY. 


STUDY  15,     ON  THE  NEW  TKONTIER, 

Summary  of  points  to  be  made. 

The  English  half  of  the  Mississippi  Valley  after  the  French  and 

Indian  War. 
Its  inhabitants. 

French  villagers,  traders,  trappers,  boatmen. 

English  pioneers  and  traders. 

Indian  natives. 
Its  roads. 

The  Mississippi  and  Ohio  and  their  branches ;  flat-boats. 
Its  imports. 

All  manufactured  goods. 

Coffee,  sugar,  etc. 
Its  exports  and  products. 

Furs,  cattle,  hogs,  game. 
Its  dangers  and  troubles. 

Indians. 

Distance  from  civilized  men. 
Nearest  civilized  place  —  New  Orleans. 
Its  gateway  —  New  Orleans. 

SPECIAL  NOTES.  —  Question  1.     See  also  Study  12. 

Question  16.  If  there  is  an  old  blockhouse  or  any  kind  of  a  fort 
near  by,  an  excursion  to  see  it  will  be  very  desirable.  All  these 
defensive  buildings  have  certain  points  in  common :  they  are  all  as 
closely  and  strongly  built  as  possible,  with  as  few  openings  as  may 
be,  and  these  as  high  as  possible.  In  the  blockhouse,  its  larger  size 
in  the  second  story,  where  the  defenders  had  to  fight,  was  a  distinct 
gain,  giving  more  room  above,  and  less  to  defend  below,  as  well  as 
making  any  approach  to  fire  the  building  much  more  dangerous. 

Question  17.  In  Booiie,  we  feel  the  genuine  pioneer  spirit,  full  of 
the  love  of  adventure  and  of  Nature  in  her  untamed  wildness,  invit 
ing  man  to  that  hand-to-hand  conflict  that  tests  and  strains  every 
native  power  of  manhood.  To  men  like  Boone  such  a  conflict  is  a 

joy- 


LIST   OF    IMPORTANT    EVENTS.  75 

GENERAL  SUGGESTION.  —  This  is  the  second  in  the  series  of  les 
sons  011  the  Mississippi  Valley,  and  the  teacher  will  do  well  to  connect 
with  it  incidentally  a  review  of  Study  9  and  such  parts  of  12  as  are 
connected  with  it. 

TEACHER'S  READING.  —  If  he  can  lay  hands  on  it  or  its  reprint, 
the  teacher  will  find  nothing  so  good  in  this  picturesque  phase  of 
our  colonial  life  as  Doddridge's  Notes,  to  the  reprint  of  which  a  full 
reference  is  given  in  the  Supplementary  Reading.  It  is  well 
arranged  by  topics,  and  was  written  by  one  who  had  lived  the  life 
as  a  boy.  See,  too,  Theodore  Eoosevelt's  Winning  of  the  West. 

STUDY  16,     LIST  OP  IMPOKTANT  EVENTS  DUKING  THE  AGE  OF 

PLANTATION, 

The  summaries  here  are  best  made  in  the  way  indicated  in  the 
questions,  —  by  maps,  lists,  and  tables.  Still,  if  the  teacher  wish 
he  may  summarize  something  as  follows  :  — 

General  view  of  the  colonial  period. 
English  foundations. 

(Fill  out  for  the  thirteen  colonies.) 
French  foundations. 

(Fill  out  from  list.) 
Spanish  foundations. 

(Fill  out  from  list.) 
Causes  leading  to  settlement. 

(Fill  out  from  studies  and  list.) 
Nationalities  furnishing  colonists. 

( Fill  out  from  list.) 
Colonial  quarrels  and  wars. 
Caused  by 

Troubles  within  colonies. 

With  Indians,  —  King  Philip's  War,  Pequot 

War,  etc. 

With  king's  government  —  Andros  and  the 
charters. 


76  STUDIES    IN   AMERICAN   HISTORY. 

Resulting  in  efforts  at  union. 
Beginnings  of  intellectual  life. 
Literature. 
Science. 
Education. 

Colleges. 

Common  schools. 

Since  such  lessons  as  this  require  very  little  time  in  the  recitation 
room,  the  teacher  will  find  this  an  excellent  time  to  read  such  vivid 
bits  of  historical  narrative  or  such  inspirations  of  poetry  as  have 
pleased  him,  and  to  show  the  class  extra  materials  in  the  way  of 
pictures  or  relics.  Best  of  all,  if  there  be  any  historical  sites  or 
remains  in  the  neighborhood,  or  any  local  museum,  he  had  better 
take  the  time  in  some  field-expedition.  There  are  few  parts  of  our 
country  that  can  boast  no  connection  with  this  period  of  our  his 
tory,  either  through  the  Spanish,  French,  Indians,  or  English. 

SPECIAL  NOTES.  — First  Study  on  List.  Questions  1  and  (2.  When 
the  pupils  bring  in  their  lists  and  maps,  ask  them  in  what  part  of- 
our  country  the  Spanish  settlements  were  made,  in  what  part  the 
French,  and  where  the  English,  so  as  to  enable  them  to  generalize 
their  work. 

Question  8.  The  teacher  may  be  surprised  at  the  small  dose  of 
dates,  and  may  wish  to  add  to  it,  but  it  is  the  opinion  of  the  author 
that  a  few  dates,  thoroughly  mastered,  may  always  be  kept  in  mind 
as  nuclei  for  all  historical  reading  and  study.  Three  dates  here, 
five  in  connection  with  the  Revolution,  six  with  Group  V.,  five  in 
the  period  of  civil  strife,  and  one  in  the  period  of  discovery,  give  a 
list  of  twenty  in  all,  which,  perhaps,  are  as  many  as  one  can  expect 
a  pupil  to  know  for  his  whole  life,  when  they  consider  the  mass  of 
other  facts  of  various  kinds  which  he  should  reasonably  be  expected 
to  acquire  in  his  other  studies.  And  when  the  teacher  is  conducting 
his  pupils  on  a  journey  through  the  world,  he  must  not  linger  too 
long  on  the  banks  of  the  Great  Pedee. 

SPECIAL  NOTES.  —  Third  Study.     Question  9.     Bering. 

Question  10.     See  1638,  1643,  1676,  1754, 


GEKEKAL   EEMAEKS   ON   GEOUP   IV. 


In  this  group  of  studies  we  have  our  first  serious  study  of  a  great 
war.  In  this  period,  too,  we  enter  upon  a  distinctly  new  phase  of  our 
history  —  the  phase  in  which  the  colonies,  from  their  nebulous  con 
dition  of  the  preceding  century,  blaze  out  as  a  distinct  constellation, 
with  an  orbit  and  name  of  its  own.  This  is  the  point  to  be  kept  in 
mind  throughout  this  group ;  in  the  preceding  group  we  had  to  watch 
tendencies  which  were  reflected  by  the  light  shed  upon  them  by  the 
course  of  later  events;  here  is  the  light  itself;  we  are  swept  into 
the  strong  current  of  fate,  and  borne  along  without  question  or  choice. 
After  the  Eevolution  follows  again  a  slack-water  period,  full  of  pic 
turesque  interest,  full  of  eddying  currents,  some  of  which  master 
our  course ;  and  this  again  is  followed  by  another  torrent  sweeping 
us  011  through  the  inevitable  plunge  of  the  Civil  War. 

The  teacher  here,  then,  has  little  call  to  choose  his  way ;  it  lies 
clear  and  swift  through  twenty  great  years.  His  only  care  must  be 
to  keep  in  the  main  current,  to  give  himself  up  with  ardor  to  its 
swing,  and  neither  moderate  nor  belittle  its  power. 

Two  things  happened  during  this  period  which  dominate  and 
decide  nearly  all  minor  events :  one  was  the  winning  of  American 
independence ;  the  other,  the  formation  of  the  American  Union.  Of 
prime  importance  after  this  comes  the  extension  of  colonial  life  and 
settlement  into  the  rich  lands  of  Ohio  and  the  eastern  half  of  the 
Mississippi  valley ;  this  is  clinched  by  the  heroic  inarch  of  George 
Eogers  Clark  and  his  little  band  of  Kentuckians  into  American 
possession  of  these  rich  lands  at  the  close  of  the  war. 

It  is  to  be  remembered  also  that  during  this  same  period  the 
Spanish  west  was  growing  from  two  new  centres,  in  Arizona  and 
California. 

GENERAL  EEFERENCES  FOR  GROUP.  —  See  Lossing's  Field-book  of 

77 


78  STUDIES   IN   AMERICAN   HISTORY. 

the  Revolution,  for  many  picturesque  anecdotes  and  facts ;  $14.00. 
See  Justin  Winsor's  Handbook  of  the  American  Revolution,  for  its 
bibliography,  Boston,  $1.25 ;  Fiske's  American  Revolution,  Boston ; 
K.  Frothingham's  Rise  of  the  Republic,  $3.50.  For  the  most  acces 
sible  collection  of  sources,  see  Frank  Moore's  Diary  of  the  American 
Revolution.  The  works  of  Washington  are  of  prime  importance 
throughout  the  period. 

STUDY  1,  COLONIAL  MERCHANTS  AND  CAPTAINS. 

Summary  of  points  to  be  made. 

Colonial  trade  and  life. 

Colonial  occupations. 
In  South. 

Commerce  with  Europe  and  West  Indies  (Charles 
ton). 

Raising  tobacco,  grain,  pork.  )  __. 

>•  Virginians. 
Lumbering,  mining  iron.         ) 

In  Pennsylvania  and  New  York. 

Commerce  with  Europe,  Spanish  America,  Africa. 
Lumbering,  mining. 
Indian  trade  in  furs. 
Raising  provisions  of  various  sorts. 
Manufacturing  linen. 
Beaver  hats,  etc. 
Nails. 
In  New  England. 

Commerce  with  Europe,  W.  Indies,  Africa  (slaves). 

Ship-building. 

Fishing  —  whales  (oil),  codfish,  etc. 

Along  banks  of  Newfoundland. 
In  all  the  seas  of  the  world. 
Colonial  seaports. 

Charleston,  Philadelphia. 
New  York,  Boston,  Salem. 
Colonial  conditions  and  character. 

Prosperous,  as  seen  in  houses  and  manner  of  life. 
Good  streets  in  cities. 


COLONIAL  MERCHANTS  AND  CAPTAINS.          79 

Loyal,  but  impatient  of  restraint. 
In  constant  danger  of  war. 

Indian. 

French  or  Spanish. 

SPECIAL  NOTES.  —  First  Study  on  1.  Questions  1,  2,  3.  Even  in 
the  colonial  period  began  that  distinction  between  the  colonies  which 
afterwards  led  to  such  serious  differences  in  institutions  and  inter 
ests.  The  south  was  already  the  land  of  great  plantations,  the 
middle  colonies  were  beginning  to  develop  along  industrial  lines, 
while  the  New  Englanders  were  amphibious  traders  and  fishers, 
making  their  way  to  every  part  of  the  world,  the  carriers  and 
purveyors  of  the  Atlantic  seaboard.  Some  writers  on  our  history, 
indeed,  trace  back  to  these  differences  based  on  the  physical  geogra 
phy  of  our  Atlantic  coast,  the  beginning  of  our  civil  strife.  Granted 
one  people  made  up  of  small  traders  and  adventurous  merchants, 
with  whom  life  is  endlessly  variable,  and  among  whom  there  is  an 
average  of  equality  and  intelligence,  and  granted  another  people, 
settled  in  the  land  in  large  estates,  with  whom  life  and  property  are 
stable,  and  who  can  use  a  large  mass  of  unskilled  labor,  —  great 
differences  are  likely  to  arise  in  society  and  education,  and,  say 
these  writers,  you  necessarily  find  two  unsympathetic  and  totally 
different  societies  springing  up,  whose  interests  will  at  least  not  be 
the  same,  and  who  may  easily  become  antagonistic. 

Question  4.  This  question  should  be  partly  answered  from  the 
pictures. 

Question  5.  This  question  is  simply  intended  to  emphasize  the 
extent  of  the  New  England  trade. 

Second  Study  on  1.  Questions  6  and  7.  The  first  note  of  revolu 
tion  is  sounded  when  the  Virginians  begin  to  be  dissatisfied  at  not 
having  unlimited  trade,  and  the  New  Yorkers  at  being  forbidden  to 
make  nails. 

TEACHER'S  BEADING.  —  If  the  teacher  can  get  hold  of  the  old 
original  from  which  many  of  the  extracts  in  this  lesson  are  taken, 
Burnaby's  Travels  through  the  Middle  Settlements  of  North  America  in 
1759-60,  London,  1798,  he  will  find  it  the  richest  possible  mine  on 


80  STUDIES    IN   AMERICAN   HISTORY. 

this  topic.  Failing  that,  let  him  spend  what  time  he  has  on 
McMaster's  History  of  the  American  People.  For  all  this  history  of 
trade  and  life,  J.  Leaiider  Bishop's  A  History  of  American  Manufac 
tures  from  1608-1860,  Phil.,  1864,  is  of  high  value  as  a  repository 
of  statistics.  See,  too,  the  articles  which  have  lately  been  appearing 
in  the  Popular  Science  Monthly,  in  the  history  of  various  industries. 


STUDY  2.    ENGLISH  LAWS   ON  COLONIAL  OOMMEEOE, 

Summary  of  points  to  be  made. 

Colonial  trade. 

Imports  of 

Tea,  etc.,  from  Asia. 

Coffee,  sugar,  etc.,  from  West  Indies. 

Slaves  from  Africa. 

Tobacco,  etc.,  from  southern  colonies. 

Dried  fish,  etc.,  from  northern  colonies. 
Exports  of 

Furs,  grain,  lumber,  tobacco,  etc. 
English  laws  about  colonial  commerce. 

To  hinder  French,  Dutch,  and  Spaniards  from  trading 
with  American  colonies. 

To  hinder  them  from  trading  with  French,  Dutch,  and 
Spaniards. 

To  hinder  the  colonists   from   manufacturing  woollen 
cloth,  beaver  hats. 

To  put  duties  on  colonial  exports. 

To  see  that  these  duties  were  enforced. 
Results  of  these  laws. 

Colonial  smuggling;  therefore 

Writs  of  assistance  ;  therefore 

Colonial  indignation  and  anger  —  James  Otis. 

English  monopoly  of  colonial  trade. 

English  monopoly  of  various  manufactures. 

GENERAL  SUGGESTION.  —  This  lesson  is  one  of  the  most  difficult 
in  the  whole  book,  and  requires   great  care  and  thoroughness    in 


THE   STAMP   ACT.  81 

handling.  The  teacher  must  be  sure  that  the  two  main  points  are 
clear  in  his  own  mind,  —  the  English  desire  for  monopolies  in  trade 
and  manufactures,  and  the  colonial  indignation  thereat.  The  diffi 
culty  of  the  lesson  lies  in  the  rather  large  and  complex  form  in 
which  the  idea  of  monopoly  appears.  The  idea  of  monopoly  is  in 
itself  sufficiently  simple,  in  such  applications  as  the  desire  of  one 
child  to  have  the  whole  apple,  the  best  place,  the  prettiest  dress,  etc. 
Here  the  English  merchants  intended  to  get  all  the  money  that  was 
to  be  made  out  of  the  colonies.  But  how  were  they  to  do  it  ?  By 
keeping  other  merchants  out  of  the  colonies ;  and  these  others  kept 
out,  they  could,  to  a  large  extent,  set  their  own  price  and  so  make 
even  more  money  than  the  natural  course  of  trade  would  have 
brought.  If  the  teacher  will  only  keep  such  simple  forms  of  illus 
tration  and  presentation  as  these  in  mind,  and  go  straight  for  this 
point,  he  will  find  the  lesson  can  be  mastered ;  and  mastered  it  must 
be  because  it  is  fundamental  to  the  understanding  of  the  Stamp  Act 
and  the  Boston  Port  Bill  in  this  same  group,  and  to  the  troubles 
over  the  tariff  in  later  periods  of  our  history. 


STUDY  3.     THE   STAMP   ACT. 

Summary  of  points  to  be  made. 

The  Stamp  Act. 

Course  of  events. 

Passage  of  act  by  Parliament. 

Indignation  of  colonists. 

Stamp  Act  (or  American)  Congress. 

Repeal  of  Stamp  Act. 
Reasons  for  passing  the  Stamp  Act. 

Heavy  debts  of  England. 

Colonial  share  in  French  and  Indian  War. 
Reasons  for  colonial  indignation. 

Not  represented  in  Parliament,  yet 

Taxed  by  Parliament. 

TAXATION  WITHOUT  REPRESENTATION. 


82  STUDIES   IN   AMERICAN   HISTORY. 

Reasons  for  the  Congress. 

In  union  is  strength. 

Congress  could  represent  them. 
Reasons  for  the  repeal. 

English  and  American  opposition  to  the  king. 

SPECIAL  NOTES.  —  Question  8.  Do  not  let  this  question  pass 
without  making  the  pupils  understand  that  the  provincial  assemblies 
were  the  true  representatives  of  the  colonies. 


STUDY  4,     FROM   THE   STAMP   ACT  TO   THE  BOSTON  TEA- 
PARTY, 

Summary  of  points  to  be  made. 

From  the  Stamp  Act  to  the  Tea-Party. 
English  oppressions  continued. 

Tax  on  glass,  paper,  tea,  etc. 
Writs  of  assistance  strengthened. 
British  troops  sent  to  Boston. 
Boston  Massacre. 
Tax  on  tea  kept  up. 
Colonial  resistance  to  English  law. 
Non-importation  agreements. 
"  Boycotting  "  of  merchants  friendly  to  England. 
Destruction  or  sending  back  of  tea  : 

In  Boston  —  Boston  Tea-Party. 

In  Charleston,  New  York,  Philadelphia,  Rhode 

Island. 

Town  meetings  in  Boston. 
Speeches  and  writings  of 
Samuel  Adams,  etc. 

Effect  of  this  oppression  and  resistance. 

f  the  king. 
Constant  growth  of  anger  on  part  of  j  ^  colonists> 

Growth  of  a  feeling  of  union  in  colonies. 
Leaders  in  colonial  resistance. 
James  Otis,  ^ 

Samuel  Adams,        >-  Massachusetts. 
Josiah  Quincy,        ) 


THE   UNITED    COLONIES.  83 

Thomas  Jefferson.  ) 

Patrick  Henry,        }  VirSinia" 

Boston  town  meetings. 

SPECIAL  NOTES. — First  Study  on  4.  Question  5.  The  boycott  in 
so  obvious  a  mode  of  peaceful  warfare,  that  we  find  it  recurring 
again  and  again  in  history. 

Second  Study  on  4.  Question  8.  Note  the  difference  between 
this  question  and  Question  13,  on  p.  138. 


STUDY  5,     THE  UNITED   COLONIES, 

Summary  of  points  to  be  made. 

The  union  of  the  colonies. 
Brought  about  by 

Vexatious  English  laws. 

(The  teacher  may  fill  this  out  as  a  review.) 
Boston  Port  Bill. 

Sympathy  with  Boston,  expressed  by 
Money  help. 
Resolutions. 
Resulting  in 

American  non-importation  associations. 
FIRST  CONTINENTAL  CONGRESS. 

Composed  of  delegates  from  all  the  colonies. 
Meeting  at  Philadelphia  (1774). 
Trained  to  business  in 

Town  meetings  in  New  England. 
County  meetings  in  Virginia. 
Colonial  legislatures. 
Declares  and  asks  for  American  rights. 

SPECIAL  NOTES.  —  Questions  4  and  5.  The  New  England  town 
meeting  and  the  Virginia  county  meeting  are  considered  by  the 
students  of  our  institutional  history  to  have  laid  the  foundations  of 
American  liberty,  and  to  have  been  the  training-schools  in  which  the 
great  statesmen  of  the  Revolution  and  the  years  which  followed  it 


84  STUDIES  IN  AMERICAN   HISTORY. 

learned  their  lessons  so  well.  If  this  be  true,  we  may,  perhaps, 
understand  how  it  is  that  a  certain  deterioration  has  entered  into 
the  personelle  of  our  political  life.  The  town  and  county  meetings 
of  the  colonial  day  were  simple  meetings  of  actual  citizens,  attached 
to  their  locality  by  work  and  residence,  not  too  large  to  become 
unwieldy,  well  acquainted  with  their  surroundings  and  each  other. 
In  other  words,  they  had  the  elements  of  solid  representation  and 
of  simplicity  to  a  remarkable  degree.  Except  with  advanced  classes, 
it  will  not  be  well  to  attempt  any  comparisons  in  so  complex  a 
subject.  But  in  any  case,  the  facts  of  the  town  and  county  meeting 
may  be  well  understood.  For  this  aspect  of  the  subject,  see  the 
Johns  Hopkins  University  Series  of  Monographs.  The  colonial 
legislatures  had  also  done  their  share  of  this  political  training, 
although  their  influence  was  not  so  universal. 


STUDY  6,     LEXINGTON  AND   CONCOKD. 

Summary  of  points  to  be  made. 

The  beginning  of  the  war. 
Preparations  for  war. 

C  collect  troops. 

British      -j  make  new  fortifications  at  Boston. 
(.  send  out  spies  among  the  colonists. 

_.  .     .  .     (  collect  powder  and  arms. 

Colonists  •<  .  , ,.  ,  _. 

( tram  as  soldiers  —  Minute-men. 

Course  of  events. 

British  attempt  to  seize 

Colonial  stores  of  powder  and  arms. 

John  Hancock  and  Samuel  Adams. 
Colonists  roused  and  meet  to  resist  this  attempt. 
BATTLE  OF  LEXINGTON  —  first  encounter. 
Battle  of  Concord  —  second  encounter. 
Retreat  of  the  British,  harassed  by  Americans  in  Indian 

style. 
Rousing  of  other  colonies. 

SPECIAL   NOTES.  —  Questions  4,  5,  and  6.      These  questions  are 


THE   SIEGE   OF   BOSTON.  85 

not  of  great  importance,  but  are  designed  to  bring  out  clearly  the 
nature  of  the  fight,  and  so  to  make  the  concrete  picture  more  vivid. 

Questions  7  and  8.  The  teacher  will  be  struck  with  the  fact  that 
not  only  through  our  Involution,  but  through  all  our  wars,  our 
constant  Indian  warfare  has  had  a  positive  effect  on  our  military 
modes  of  procedure. 

Questions  10  and  11.  If  the  teacher  has  time  to  attend  to  it,  it 
will  be  well  to  give  out  these  two  characters  beforehand  as  topics  to 
different  pupils,  and  to  have  a  part  of  the  recitation  hour  given  up 
to  topical  recitations  upon  them.  Putnam's  romantic  career  gathers 
about  it  many  years  of  important  history. 

TEACHER'S  KEADING. —  There  is  nothing  finer  to  be  read  in 
connection  with  this  lesson  than  Bancroft's  chapters  on  its  subject. 
The  chapter  on  Lexington  is  one  of  the  most  eloquent  and  famous 
that  our  great  historian  ever  penned. 


STUDY  7,     THE  SIEGE  OP  BOSTON, 

Summary  of  points  to  be  made. 

First  year  of  the  war  — April  19,  1775-March  17,  1776. 
Course  of  events  during  first  year. 

Lexington  and  Concord  —  colonial  victory. 
Ticonderoga  —  colonial  victory. 

Arnold  and  Allen. 
Second  Continental  Congress  meets. 
Colonial  privateers  sent  out. 
Siege  of  Boston  —  colonial  victory  —  WASHINGTON,  com- 

mander-in-chief. 
Bunker  Hill  —  British  victory. 
Attempt  in  Canada  and  Quebec  —  British  victory. 

Arnold,  Montgomery,  Sclmyler. 
British  hire  Hessians  to  help  them. 
Centres  of  war  during  first  year. 
Boston. 

Lake  Champlain. 
Quebec. 


86  STUDIES    IN    AMERICAN   HISTORY. 

Leaders  during  first  year. 
Of  the  colonists. 

WASHINGTON. 
Arnold. 
Schuyler. 

Montgomery,  Putnam,  Greene. 
Of  the  British. 

Gage,  Howe. 

Special  study  of  Bunker  Hill. 

Reason  for  wishing  to  get  Bunker  Hill. 

It  commanded  Boston  and  harbor. 
Disadvantages  of  colonists  at  this  battle. 

Inexperience. 

Small  numbers. 

Small  supply  of  powder. 
Disadvantages  of  British. 

No  defence  against  shot.  * 

Must  advance  up  hill  against  intrenched  colonists. 

Must  advance  against  sharpshooters. 
Effect  of  battle. 

To  encourage  the  colonists. 

To  make  British  fear  colonists. 

TEACHER'S  READING. — For  a  detailed  account  of  the  siege  of 
Boston,  see  Richard  Frothingham's  History  of  the  Siege  of  Boston, 
Boston,  1873.  For  Samuel  Adams's  share  in  the  Revolution,  see 
William  V.  Wells's  Life  and  Public  Services  of  Samuel  Adams,  Bos 
ton,  1865. 


STUDY  8,     THE  DECLAKATION   OF  INDEPENDENCE, 

Summary  of  points  to  be  made. 

The  Declaration  of  Independence. 

Reasons  for  wishing  independence. 

Quartering  of  troops  among  colonists. 
Taxation  without  representation. 
Commercial  hindrances. 
Tyranny  of  George  the  Third. 


THE  DECLARATION  OF  INDEPENDENCE.          87 

Steps  leading  to  independence. 

Formation  of  Continental  Congress. 
Battles  of  Lexington,  etc. 
John  Adams's  speeches. 
Obstinacy  of  George  the  Third. 
Sentiment  in  regard  to  independence. 
Strong  against  it. 

As  shown  in  early  treatment  of  Adams. 
As  shown  in  final  vote  in  Congress. 
Strong  for  it. 

As  shown  in  Mecklenburgh  Declaration. 
As  shown  in  people's  reception  of  Declaration. 
Encouragement  of  independence. 

Thomas  Paine's  pamphlet.     (See  list,  1776.) 
Success  of  colonists  in  the  Revolution. 
Declaration  made 
July  4,  1776. 
By  thirteen  colonies. 
Of  independence  from  Great  Britain. 
Results  of  Declaration. 

The  thirteen  colonies  = 

THE  UNITED  STATES  OF  AMERICA,  —  a  new  nation. 

The  Revolution  =  war  for  independence. 

SPECIAL  NOTES. —  Questions  1,  11,  and  12.  The  fact  about  the 
feeling  for  independence  at  the  beginning  of  the  Revolution  seems 
to  have  been  that  but  few  either  favored  it  or  seriously  contemplated 
it.  Among  these  few,  Samuel  and  John  Adams  and  Patrick  Henry 
are  probably  to  be  counted;  Samuel  Adams  certainly.  But  the  logic 
of  events  drove  men  on,  especially  those  who  were  actively  engaged 
in  the  struggle,  and  at  the  time  when  the  Declaration  was  made,  it 
had  a  large  popular  backing.  But  in  Congress,  which  had  to  bear 
the  responsibility  of  the  act,  the  full  weight  of  opposition  was  felt, 
and  manifested  itself,  as  we  have  seen,  in  a  heavy  conservative  vote. 


88  STUDIES    IN   AMERICAN    HISTORY. 


STUDY  9,     THE  TORIES, 

Summary  of  points  to  be  made. 

Parties  in  the  Revolution. 

Tories  —  friends  of  the  king  and  the  English  government. 
Whigs  —  opposed  to  the  king's  mode  of  government. 

This  is  probably  as  much  of  a  summary  as  it  will  be  useful  to 
make  in  connection  with  this  lesson.  One  might  add,  but,  perhaps, 
without  much  profit :  — 

Conflict  of  parties  in  Revolution. 

Tories  help  king's  troops  and  injure  Whigs. 

Whigs  persecute  and  drive  away  Tories. 
End  of  Tories  —  mostly  driven  from  the  country. 

SPECIAL  NOTES.  —  Question  3.  Some  students  of  the  Revolution, 
lay  great  stress  upon  the  fact  that  the  ministers  were,  almost  to  a 
man,  strong  preaching  Whigs.  Undoubtedly  they  were  one  strong 
influence  among  the  many  of  the  time.  Their  relations  had  never 
been  very  friendly  toward  England,  and  they  were  within  speaking 
distance  of  the  men  of  their  cloth  and  sect  who  had  been  driven  out 
from  their  native  land.  Their  whole  attitude  was  one  of  indepen 
dence,  and  their  influence  was,  perhaps,  the  strongest  single  one  their 
flocks  could  feel. 

Question  12.  The  teacher  will  be  surprised,  if  he  has  never  had 
his  attention  directed  to  the  facts,  to  learn  how  numerous  the  Tories 
were  throughout  the  colonies.  We  meet  them  constantly  in  our 
study  of  Revolutionary  sources.  They  are  the  dependence  of  Howe 
and  Coriiwallis  in  the  Jerseys  5  they  are  thick  in  the  Carolinas,  and 
appear  everywhere  in  the  partisan  warfare  ;  they  sustain  Rivington's 
Gazette  in  New  York ;  arid,  when  peace  is  made,  they  are  one  of  the 
most  important  elements  to  be  considered ;  and,  when  all  is  at  last 
settled,  thousands  of  them  leave  the  country  for  England  and  Canada. 
So  important  an  element  are  they,  that  no  fair  history  of  the  Revo 
lution  can  afford  to  pass  them  by.  It  is  a  fact  too  often  ignored 


SECOND    AND   THIRD   YEAKS    OF   THE   WAR.  89 

that  the  triumph  of  the  Eevolution  was  the  triumph  of  a  party, 
although  a  party  strong  enough  to  make  a  nation.  This  cannot 
better  be  illustrated  than  by  the  significant  fact  that  even  when 
triumphant,  the  Whigs  did  not  dare  to  leave  the  Tories  alone,  but 
felt  that  they  must  cut  their  claws  by  confiscation  or  banish  them 
altogether. 

TEACHER'S   READING.  —  The  classic  book  on  the  subject  of  the 
Tories  is  Sabine's  History  of  the  American  Loyalists. 


STUDY  10,     SECOND  AND   THIKD   YEAES   OF  THE   WAE, 

Summary  of  points  to  be  made. 

Second  and  third  years  of  the  war  —  March  17,  1776-January,  1778. 
(Summarize  as  in  first  year  of  war,  p.  64.) 

Special  study  on  "Washington  in  the  Jerseys. 

Washington's  difficulties  in  the  Jerseys. 
Superior  numbers  of  the  British. 
Great  numbers  of  Tories. 
Ice  in  the  Delaware ;  winter  storms. 
Insufficient  army  supplies. 

Food. 

Soap. 

Clothes,  blankets,  shoes. 

Means  by  which  Washington  and  his  men  met  these  difficulties. 
Destroying  bridges  and  boats. 
Stratagem  against  Cornwallis ;  secrecy. 
Daring  and  endurance. 

Special  study  on  Articles  of  Confederation. 

Reasons  for  union. 

Greater  strength  for  defence  against  British. 
Things  that  united  Americans. 

Geographical  position  —  close  together  on  Atlantic  sea 
board. 

Common  danger  —  from  British. 

Common  wish  for  independence. 

Common  representation  in  Congress. 


90  STUDIES    IN   AMERICAN   HISTORY. 

Plan  of  the  Confederation. 

United  States  in  Congress  assembled,  with  equal  powers, 
each  State  with  one  vote. 

Separate  independent  States,  each  with  its  own  govern 
ment  sovereignty. 

The  teacher  probably  cannot  bring  out  all  these  points  from  his 
class,  unless  it  be  a  very  excellent  one.  But  even  from  the  poorest, 
he  can  elicit  some  reason  as  to  why  the  States  should  wish  for  union, 
and  even  the  poorest  thinker  will  be  able  to  think  of  some  one  thing 
that  united  them.  The  whole  matter  should  be  treated  in  a  way  for 
discussion,  the  teacher  remembering  that  the  work  done  here  is 
really  breaking  ground  for  the  study  of  the  Constitution. 


STUDY  11,  THE  THIED  YEAK  OF  THE  WAK,  BUKGOYNE'S 

INVASION, 

Summary  of  points  to  be  made. 

Third  year  of  the  war. 

(Summarize  as  in  first  year  of  the  war,  p.  88.) 

Special  study  on  Burgoyiie's  invasion. 

Causes  of  American  discouragement  in  1777. 
Philadelphia  threatened. 

Victorious  advance  of  Burgoyne. 

f  Brandy  wine. 
British  successes  near  Philadelphia,  j  Germantowili 

Retreat  of  Congress. 
Parts  of  Burgoyne's  army. 
British  regulars. 
Tories. 
Indians. 
Hessians. 
Object  of  the  invasion. 

To  separate  New  England  from  the  other  States,  so  that 

she  could  not  get 
Money  ^ 

Men      >  from  them. 
Food     ) 


BUKGOYNE'S  INVASION.  91 

Leading  generals  on  American  side. 

Schuyler. 

Gates,  Herkimer. 

Arnold,  Stark. 
Course  of  events. 

Burgoyne's  march  from  Quebec  to  Ticonderoga. 

Burgoyne  takes  Ticonderoga. 

Repulse  of  St.  Leger  at  Fort  Stanwix.    ' 

Burgoyne  finds  the  roads  obstructed  by  Schuyler; 

Therefore  no  provision. 

Repulse  of  the  Hessians  at  Bennington. 

Victories  of  Saratoga. 
Result  of  invasion. 

Higher  opinion  of  Americans. 

Americans  greatly  encouraged. 

French  decide  to  help  America. 

This  last  point  must  be  added  after  the  next  study  has  been 
completed. 

SPECIAL  NOTES.  —  Question  9.  It  is  in  connection  with  this 
question  that  the  point  comes  up  as  to  the  value  of  Schuyler's 
services.  In  such  a  slight  sketch  as  can  here  be  made  the  teacher 
had  better  not  attempt  anything  further  than  to  call  attention  to 
the  fact  that,  thanks  to  Schuyler's  skilful  impeding  of  the  roads, 
Burgoyne's  men  were  repulsed  at  Bennington  ;  moreover,  the  Ameri 
cans  had  time  to  .strengthen  their  position  and  get  all  their  sup 
plies,  while  Burgoyne's  position  became  daily  more  difficult  as  the 
country  about  him  grew  more  hostile,  and  was  better  protected  by 
the  army  of  Gates.  Time  was  an  important  element  of  victory  in 
this  case,  and  time  was  what  Schuyler  gained  for  the  Americans. 

TEACHER'S  READING.  —  For  interesting  sources  for  Burgoyne's 
invasion,  see  Riedesel's  and  Wilkinson's  Memoirs;  Thatcher's 
Journal. 


92  STUDIES   IN   AMERICAN   HISTORY. 


STUDY  12,     FOKEIGN  EELATIONS,    PKANKLIN,     LAFAYETTE. 

Summary  of  points  to  be  made. 

Foreign  sympathizers  with  Revolution. 
In  France  —  LAFAYETTE,  etc. 
In  England  —  Whigs. 
In  Ireland  —  Burke  and  Whigs. 
Reasons  for  foreign  sympathy. 
In  France : 

French  fear  and  hatred  of  England  (French  king). 

Love  of  liberty  and  equality  (Lafayette,  etc.). 
In  England  and  Ireland  : 

Whig  opposition  to  the  king. 

America  the  asylum  for  the  persecuted  English  and  Irish. 
Reasons  why  Franklin  was  a  good  ambassador  to  France. 

His  learning. 

His  simplicity. 

His  Americanism. 
Ways  in  which  foreign  sympathy  was  shown. 

French  alliance. 

T  Lafayette. 

Foreign  helpers  in  war.  •<  Steuben. 

(  Pulaski  and  Kosciusko. 

SPECIAL  NOTES.  —  Question  7.  At  this  place  the  teacher  should 
have  the  pupils  recall  the  various  times  at  which  America  had 
proved  a  refuge ;  remind  them  of  the  Pilgrims,  the  French  Hugue 
nots,  the  German  Protestants,  the  poor  settlers  of  Pennsylvania  and 
Georgia. 

Question  8.  The  party  aspects  of  our  struggle  are  strongly 
insisted  upon  by  Lecky  in  his  history  of  England  in  the  eighteenth 
century,  as  they  are  also  in  the  chapter  on  the  causes  of  the  Revolu 
tion  given  in  Winsor. 


THE   REVOLUTION   IN   THE    WEST.  93 


STUDY  13,  THE  REVOLUTION  IN  THE  WEST,  BOONE  AND 

CLAKE:, 

Summary  of  points  to  be  made. 

The  Revolution  in  the  West. 
Parties  engaged. 

Indians  and  a  few  British. 
American  frontiersmen. 
American  leaders. 

George  Rogers  Clark  —  Illinois  and  Indiana. 
Boone  —  Kentucky. 

Result  of  Western  fighting  in  Revolution. 
American  conquest  of 

Illinois  and  Indiana. 
Kentucky. 

Cession  of  land  west  of  Alleghanies  to  the  Americans  in 
1783. 

This  last  point  cannot  be  added  until  the  studies  on  15  have  been 
completed. 

SPECIAL  NOTES.  —  Questions  6  and  7.  These  questions  call  for  a 
review  of  the  previous  work  in  the  Mississippi  Valley,  going  back  to 
the  explorations  of  La  Salle,  the  condition  of  affairs  at  the  opening 
of  the  French  and  Indian  War,  and  the  result  of  that  war. 

Question  12.  We  really  know  two  things  of  Clark's  education : 
one  is,  that  of  book  education  he  had  but  little,  as  evidenced  by  his 
grammar  and  spelling;  the  other  is,  that  he  was  well  trained  for 
frontier  and  Indian  warfare,  through  his  lifelong  experience  of  the 
woods  and  the  Indians. 

GENERAL  SUGGESTION.  —  This  part  of  the  Be  volution  west  of  the 

.,,,..  n1  -i,-i-         .  iii'jil    iv   !'>  l''Ji'inil')        ,  -, 

Alleghanies  is  generally  neglected  111  .our  ordinary  books,  but  such 

&  J    .iii«J<|i:-'  M//M  *iil  .MMM  y/i'jv.V  ' 

was  the  importance  ^|( jits,  s  09^  giving  us  our 

first  Northwest  Territory,., jftflif., we,, a^ . fra^ly, , j;u§ ftified  in  neglecting 
it.  Besides,  Boone  and  Clark  are  as. tame-  heroes ..Qf.tikfc  Revolution 
as  Putnam  and  Stark,  while  their  relative-  importance,  judged  from 


94  STUDIES   IN   AMERICAN   HISTORY. 

an  impartial  standpoint,  would  seem  to  be  greater.  They  are  the 
local  heroes  of  Illinois,  Indiana,  and  Kentucky,  but  worthy  of  more 
than  local  fame,  since  their  actions  were  national  in  their  results. 

TEACHER'S  READING.  —  On  this  topic  nothing  can  be  better  than 
those  chapters  in  Theodore  Roosevelt's  Winning  of  the  West,  which 
describe  with  picturesque  energy  and  sympathy  this  story  of  the 
Revolution. 

STUDY  14,     LAST  YEARS   OP  THE  WAR,    ARNOLD,    THE 
HEROES  OP  KING'S  MOUNTAIN, 

Summary  of  points  to  be  made. 

Last  years  of  the  war  —  1778-September,  1780. 

(Summarize  as  with  first  year  of  war,  p.  64.) 

Special  study  on  Arnold's  treason. 

Arnold's  services  to  his  country. 

Ticonderoga. 

Quebec. 

York  town. 
Reasons  for  his  treason. 

Debts  caused  by  extravagance. 

Neglect  of  Congress,  General  Gates,  etc. 
Results  of  treason. 

Grief  of  Washington. 

Popular  contempt  and  dislike  of  Arnold. 

Special  study  on  King's  Mountain. 

Parties  engaged. 

British. 

Ferguson,  with  Tories  and  Regulars. 

Americans. 

Sevier,  Shelby,  etc.,  with  colonial  sharpshooters. 
Character  of  fight. 

Every  man  his  own  captain. 

Determined  bravery  on  both  sides. 

Indian  character  of  fighting. 
Strength  of  Ferguson. 

Superior  numbers. 

Posted  on  top  of  King's  Mountain. 


YORKTOWN,    AND   PEACE.  95 

SPECIAL  NOTES. — First  Study.  Question  10.  It  is  one  of  our 
regrets  that  space  has  not  allowed  us  to  devote  one  lesson  to 
Paul  Jones  and  the  Americans  on  the  sea.  A  careful  study  of  the 
Revolution  reveals  the  fact  that  our  naval  activities  were  not 
the  least  important  nor  the  least  damaging  to  the  British.  Our 
navy  is  at  present  so  inconspicuous  that  we  constantly  forget 
that  at  one  time  we  had  one  of  the  most  famous  and  energetic 
navies  in  the  world,  that  carried  our  flag  with  honor  into  every 
sea. 

GENERAL  SUGGESTION.  —  The  study  on  Arnold  is  another  conces 
sion  to  the  popular  demand  for  ethical  and  biographical  study  in 
connection  with  history.  Arnold's  treason  is  not  a  type,  but  an 
accident  of  the  Eevolution. 

The  study  on  King's  Mountain,  in  direct  contrast  with  that  on 
Arnold,  is  distinctly  a  study  on  a  type ;  it  stands  as  an  instance  of 
that  partisan  warfare  which  was  so  exclusively  the  history  of  our 
Revolution  on  the  South. 

TEACHER'S  BEADING.  — For  Arnold,  see  Isaac  N".  Arnold's  Life  of 
Arnold,  a  thorough  examination  of  the  subject  from  all  possible 
accessible  sources ;  Lossing's  Two  Spies,  New  York,  1886 ;  Win- 
throp  Sargent's  Life  and  Career  of  Major  John  Andre,  Boston,  1861 ; 
Sparks's  Life  of  Arnold,  in  his  Library  of  American  Biography ; 
John  Fiske's  article  on  Benedict  Arnold  in  Atlantic  Monthly,  October, 
1890. 

For  King's  Mountain  we  can  do  no  better  than  once,  more  recom 
mend  Theodore  Roosevelt's  Winning  of  the  West,  in  which  King's 
Mountain  is  treated  with  a  graphic  and  scholarly  hand.  All  the 
sources  for  its  study  are  to  be  found  in  Lyman  C.  Draper's  King's 
Mountain  and  its  Heroes,  Cincinnati,  1881.  See  W.  L.  Stone's 
Border  Wars  of  the  American  Revolution. 


STUDY  15,    YORKTOWff,  AND  PEACE, 

Summary  of  points  to  be  made. 

Last  years  of  the  war,  continued  —  September,  1780-September,  1783. 
(Summarize  as  in  first  year  of  the  war,  p.  64.) 


96  STUDIES   IN   AMERICAN    HISTORY. 

Special  study  on  Yorktown. 

Parties  engaged. 

British,  under  Cornwallis. 
Americans,  under  Washington,  Lafayette. 
French,  under  Rochambeau. 
Nature  of  fight  —  a  siege. 
Result  of  siege. 

Capture  of  British. 
Troops. 
Provisions. 
Cannon,  etc. 
Money. 
Practical  end  of  the  war. 

SPECIAL  NOTES.  —  Second  Study  on  15.  Questions  2-5  are  not 
included  in  the  summary  here,  since  they  more  properly  belong  with 
the  topic  dealt  with  in  the  first  study  of  the  next  group,  the  Troubles 
of  the  Confederation. 

Question  7.  The  pupil  will  mark  on  his  outline  map  in  accordance 
with  the  general  direction  of  the  text,  following  on  the  north  the 
Great  Lakes  and  the  boundary  as  on  the  map  facing  p.  199.  The 
teacher  can  consult  MacCoun's  or  Hart's  atlases,  if  he  wishes  to 
see  something  quite  -exact. 

TEACHER'S  KEADING.  —  For  the  exact  understanding  of  York- 
town  the  teacher  is  referred  to  Johnston's  Yorktown  Campaign, 
1883,  a  centennial  monograph.  This  monograph  not  only  contains 
a  careful  detailed  narrative  of  events,  but  in  the  appendix,  generous 
extracts  from  the  sources  of  our  knowledge  of  Yorktown. 


STUDY  16,      LIST    OF   IMPOETANT   EVENTS    OP    THE   EEVOLU- 
TIONAEY  PEEIOD,   1763-1783, 

Summary  of  points  to  be  made. 

The  Revolutionary  period. 

Results  of  the  Revolution  to  the  colonies. 
Independence, 


LIST   OF   IMPOETANT  EVENTS.  97 

An  army,  a  navy,  and  a  flag. 

A  land  extending  to  the  Mississippi.     (See  map.) 

A  free  and  representative  government. 

The  title  of  nation. 

The  name  of  American. 
Results  of  the  Revolution  to  England. 

Loss  of  her  colonial  revenue. 

Loss  of  her  American  territory,  except  Canada. 
Successive  seats  of  the  war. 

Boston,  New  York,  the  Jerseys,  the  South,  and  the  border. 
Most  important  events  of  the  war. 

Lexington  and  Concord. 

Bunker  Hill  and  siege  of  Boston. 

American  loss  of  New  York. 

Trenton  and  Princeton. 

British  in  Philadelphia. 

Burgoyne's  invasion.     SARATOGA. 

Conquest  of  the  Illinois  country. 

Winning  of  the  South. 

YORKTOWN,  and  peace. 
Other  movements  of  the  period. 

Spanish  settlements  in  the  West  —  California,  Arizona. 

American  settlements  in  the  Mississippi  Valley  —  Ken 
tucky. 

This  period  possesses  great  unity,  and  its  leading  events  and 
results  are  few,  definite,  and  great.  The  teacher  should  simply 
dwell  upon  these  in  this  review  study,  and  avoid  discussion  of 
details  as  much  as  may  be.  These  should  be  attended  to,  as  far  as 
they  are  attended  to,  in  connection  with  the  particular  studies. 


GENERAL   EEMAEKS   ON   GEOUP  V. 


In  this  group  we  come  once  more  upon  a  group  of  events  and 
movements  which  are  preparatory,  and  which  must  be  read  in  the 
light  of  after-events,  rather  than  in  their  own.  Again,  as  in  the 
colonial  period,  there  are  many  centres  of  activity,  and  of  many 
different  sorts  of  activity;  it  is  a  period  of  many  beginnings, 
warring  against  each  other  in  the  field  of  life,  and  waiting,  the 
verdict  of  time  as  to  which  shall  conquer  in  the  struggle  for  exist 
ence.  At  the  close  of  the  Eevolution  there  was  everything  to  be 
done,  and  each  thing  seemed  necessary  to  be  done  at  once.  The 
credit  of  the  country  must  be  strengthened ;  before  that,  its  material 
resources  must  be  built  up ;  and  before  that  again,  roads  and  canals 
must  be  made  and  improved.  Some  arrangements  must  be  made 
with  Spain  about  the  Mississippi,  and  our  western  frontiers  were 
crying  out  for  relief  from  the  agonies  of  Indian  conflict ;  men's  minds 
were  all  unsettled  about  the  government,  about  the  relations  of  the 
States,  about  schemes  of  taxation,  about  all  the  machinery  of  politi 
cal  life.  And  all  these  things  needed  immediate  attention.  No 
longer  sheltered  behind  the  breakwater  of  the  British  Empire,  our 
thirteen  little  colonies  had  put  out  into  the  vasty  deep,  and  had 
almost  at  once  on  their  hands  a  French  war,  an  Indian  war,  another 
English  war,  and  worst  of  all,  a  threatened  civil  war,  to  say  nothing 
of  the  thousands  of  Tories.  Under  any  form  of  government  it 
could  but  be  a  moment  of  great  anxiety. 

But  looking  back  over  it  all  in  the  light  of  the  last  half  of  the 
century,  we  can  see  pretty  clearly  the  great  continuous  lines  of 
development  along  which  our  country  was  moving  during  the  first 
half  of  our  century.  Three  things  were  evolving  through  all  that 
wide  chaos  of  political  strife,  of  new  settlement,  and  of  new  activi- 
98 


THE   TROUBLES    OF   THE   CONFEDERATION,  1783-1789.          99 

ties ;  the  most  prominent  of  the  three,  perhaps,  to  the  eye  of  an 
outsider,  was  the  growth  of  our  territory,  which  by  1850  had  extended 
to  the  Pacific  and  the  Gila :  to  ourselves,  the  most  prominent  thing 
was  the  making  of  our  present  Constitution,  and  the  formation  of 
two  great  parties  in.  regard  to  its  interpretation.  The  third  thing 
was  the  growing  strife  of  North  and  South,  about  the  tariff,  the 
Constitution,  and  the  status  of  the  slave.  In  the  midst  of  these, 
something  more  important  and  subtle,  probably,  than  either  of  them 
was  taking  place,  namely,  the  formation  of  the  American  type  of 
character,  and  the  fixing  of  the  American  ideal  of  manhood. 

GENERAL  SOURCES  FOR  GROUP  V.  —  The  works  of  Hamilton, 
Washington,  Jefferson,  Madison  ;  Niles's  Register  from  September, 
1811,  to  July,  1849 ;  lives  and  works  of  Clay,  Calhoun,  Webster ; 
Benton's  Thirty  Years'*  View;  Annual  Register  from  1809  onward. 

AUTHORITIES  FOR  THIS  PERIOD.  —  Schouler's  History  is  remark 
ably  good  for  the  political  history  of  the  time;  Henry  Adams's 
History  of  the  United  States,  in  nine  volumes,  covers  the  administra 
tions  of  Jefferson  and  Madison  with  such  thoroughness  and  scholar 
ship,  that  it  must  be  the  final  work  on  this  period  for  some  time  to 
come  ;  see,  too,  Schurz's  Life  of  Clay  in  the  American  Statesman 
Series  ;  Greeley's  Great  American  Conflict  is  rich  in  its  use  of  sources. 
For  political  history,  see  Alexander  Johnston's  History  of  Political 
Parties,  New  York,  1887 ;  also  his  articles  in  Lalor's  Cyclopedia. 


STUDY  1.     THE  TKOUBLES  OP  THE  CONFEDERATION,  1783-1789, 

Summary  of  points  to  be  made. 

The  Confederation. 
Its  troubles. 
Debts. 

To  Revolutionary  troops. 
To  France  and  Holland. 
To  American  citizens. 
The  opening  of  the  Mississippi  (Spanish  treaty). 


100  STUDIES   IN   AMERICAN   HISTORY. 

Favored  by  South  and  West,  because  they  wished 

an  outlet  for  their  goods. 

Opposed  by  New  Englanders,  because  they  wanted 
Spanish   trade   in    the   East    and    Spanish 
market  for  their  timber. 
Threatened  separation  of  Kentucky. 
Inability  to  get  money  from  States. 
Shays'  Rebellion. 
(The  teacher  may  also  add  the  conflicts  of  the  States 

over  western  lands.) 
Government  of  Confederation. 

Congress  of  delegates. 
Reasons  for  suspecting  Confederation. 
Conflicting  interests  of  States. 
No  strong  union. 
Different  manners,  churches,  etc. 
Reasons  for  believing  in  it. 

A  free  government,  based  on  will  of  the  people. 

SPECIAL  NOTES.  —  Questions  1  and  2  refer  back  to  pp.  188,  189, 
for  a  part  of  their  answers,  recalling  the  very  serious  troubles  that 
Washington  met  at  the  close  of  the  war  in  his  settlement  with  the 
soldiers.  In  fact,  the  trouble  was  older  yet,  and  appeared  at  Valley 
Forge,  to  which  the  teacher  may  refer;  and  if  he  cares  to  seek 
further,  he  will  find  more  than  traces  of  it  in  many  of  the  letters 
of  Washington  and  Franklin,  written  during  the  Revolution. 

Question  3  will  bear  a  little  discussion.  The  teacher  may  ask 
how  this  Continental  Congress  would  go  to  work  to  get  money,  for 
instance,  from  the  States.  A  little  thought  will  show  that  first  there 
must  be  a  debate  about  it,  and  then,  when  they  had  decided  upon  the 
tax,  they  could  only  ask  for  it,  but  had  no  way  of  making  the  people 
pay.  As  Randolph  remarked,  it  was  a  government  by  supplication. 

Questions  4,  o,  and  6.  The  New  England  traders  were  so  anxious 
for  free  trade  with  Spain,  and  the  free  navigation  of  the  Mississippi 
was  so  essential  to  the  life  of  the  young  West,  that  the  latter  might 
well  consider  itself  sold  if  the  former  insisted  on  the  treaty. 

TEACHER'S  READING.  —  John  Fiske  is  the  best  single  authority 


THE    NORTHWEST   TERRTTOSYi 


on  this  period.  See  his  book,  The  Critical  Period  of  American  History, 
1783-1789,  Boston,  1891;  also  a  series  of  articles  by  him  in  the 
Atlantic  Monthly  for  1886 ;  see,  too,  MacMaster  for  this  period,  and 
Foole's  Index  for  special  topics. 


STUDY  2,     THE  NORTHWEST   TERRITORY, 

Summary  of  points  to  be  made. 

The  Northwest  Territory. 

Territory   forming  present  States   of   Ohio,  Indiana,    Illinois, 

Wisconsin,  and  Michigan. 
Obtained  by  cessions  from 

Virginia  and  New  York  —  parts  of  Ohio,  Indiana,  Illi 
nois,  claimed  by  conquest  of  George  Rogers  Clark, 
and  by  Indian  treaties. 

Massachusetts  and  Connecticut  —  parts  of  Indiana,  Illi 
nois,  and  Michigan. 

Great  Britain. 

Parts  of  Michigan  and  Wisconsin. 
Governed  by  Ordinance  of  '87,  providing  for 

Religious  toleration. 

Legal  protection. 

Education. 

Indian  relations. 

Free  navigation  of  Mississippi  and  St.  Lawrence. 

Formation  of  Republican  States,  without  slavery. 
Trials  of  Northwestern  pioneers. 

Distance  from  settlements. 

Bad  roads. 

Indian  troubles. 

Rough,  uncleared  land. 
Market  of  Northwest  Territory. 

New  Orleans. 

Reached  by  flat-boats  by  the  Mississippi. 
Training  of  pioneers  for  their  work. 

Revolutionary  War. 

General  pioneer  life  of  East  in  colonial  period. 


102  STUDIES'  IN   AMERICAN    HISTORY. 


STUDY  3,     THE  MAKING  OF  THE  CONSTITUTION, 

Summary. 

The  Constitution. 

Steps  in  its  making. 

Discontent  with  Confederation. 
Attempts  at  convention  for  changing  it. 
Calling  of  the  Constitutional  Convention,  1787. 
Debates  of  the  Constitutional  Convention. 
Completion  of  a  new  Constitution. 
Framed 

By  Madison,  "Father  of  the  Constitution,"  Washington, 

Franklin,  Randolph,  Gouverneur  Morris,  etc. 
At  Philadelphia. 
In  1787. 
Its  compromises. 

Between  large  and  small  States,  resulting  in  a  different 

representation  in  Senate  and  in  the  House. 
Between  slave  and  free  States,  as  to 
Slave-vote. 

Slave-trade  and  other  sorts  of  trade. 
Its  advantages  to  the  country. 
Firmer  union. 

SPECIAL  NOTES.  —  Questions  13-16  are  only  partially  answered 
from  the  text,  since  the  slave-trade  compromise  was  connected  with 
other  great  questions  as  to  Congressional  control  of  trade,  —  a 
control  which  the  North  wished  to  strengthen  and  which  the  South 
did  not.  But  for  pupils  of  the  grade  for  whom  this  book  is  prepared, 
it  was  felt  that  the  questions  of  the  Navigation  Act  and  the  export 
tax,  and  the  three-fifths  vote,  would  make  the  matter  too  complex ; 
and  since  a  compromise  on  the  slave-trade  was  an  absolutely  essen 
tial  as  well  as  an  easily  understood  part  of  the  bargain,  it  has  been 
allowed  to  introduce  and  stand  for  the  whole.  But  the  teacher 
should  make  some  general  remarks  to  impress  upon  the  minds  of 
the  pupils  that  this  was  only  a  part  of  the  compromise,  after  all. 


THE   NEW    CONSTITUTION.,      ,  1<03 


GENERAL  SUGGESTION.  —  The  teacher  should  not  try  to  make  this 
lesson  too  thorough,  but  should  be  satisfied  if  the  more  important 
points  are  clearly  understood,  as  to  the  sort  of  representation  ap 
pearing  in  the  House  and  in  the  Senate,  respectively,  and  as  to  the 
meaning  of  the  terms  Compromise,  Convention,  and  Constitution. 

TEACHER'S  READING. — Nothing  better  than  John  Fiske's  article 
on  The  Federal  Convention  in  the  Atlantic  for  February,  1887. 


STUDY  4,     THE  NEW   CONSTITUTION, 

Summary  of  points  to  be  made. 

The  Constitution. 

Parts  of  the  general  government  according  to  the  Constitution. 
Legislative  —  Congress. 

Senate  —  for  the  States. 
House  of  Representatives  —  for  the  people. 
Executive  —  President. 
Judicial —  Supreme  Court. 
Business  of  general  government. 

Legislative  —  to  make  general  laws;  to  tax,  etc.,  accord 
ing  to  Constitution. 

Executive  —  to  enforce  them ;  commands  army  and  navy. 
Judicial  —  to  pass  judgment  upon  them. 
Requirements  for  office. 

American  citizenship  and  residence. 

New  parts  added  to  the  government  according  to  the  Consti 
tution. 

Executive  part. 
House  of  Representatives. 
Supreme  Court. 

Parties  in  regard  to  the  Constitution. 
Federalists,  in  its  favor. 

Washington,  Hamilton. 
Anti-federalists,  opposed  to  it. 

Patrick  Henry,  Jefferson. 
Reasons  for  opposition. 

Fear  of  President  becoming  a  king. 

Fear  that  the  States  would  not  be  free  enough. 


104        , ,     ,    , ,  ,  ,   STUDIO  IN  AMERICAN   H1STOKY. 

Reasons  for  wishing  it. 

Weakness  of  Confederation. 

"  In  union  is  strength." 
Check  on  the  power  of  the  general  government. 

Re-election  and  popular  suffrage. 

The  above  points  are,  perhaps,  as  many  as  the  teacher  should  try 
to  make  clear ;  and  probably  they  are  enough  for  any  pupils  likely 
to  study  this  book. 

See  Old  /South  Leaflets  for  text  of  Constitution,  with  bibliography ; 
also  numbers  of  Federalist,  etc.  See,  too,  Pamphlets  on  the  Constitu 
tion  of  the  United  States,  Published  during  its  Discussion  by  the  People^ 
1787-1788.  Edited  by  Paul  Leicester  Ford,  Brooklyn,  N.Y.,  1888. 
Contains  fourteen  pamphlets;  nine  for  the  Constitution,  and  five 
against  it. 


STUDY  5.     OUK  HKST  PBESIDENT,  1789-1797, 

This  lesson  is  very  largely  a  review  lesson,  and  should  to  a  large 
extent  be  treated  informally,  the  teacher  bringing  into  the  class 
such  pictures  and  stories  as  are  of  interest  in  connection  with 
Washington,  and  making  the  hour  as  freely  conversational  as  possi 
ble  ;  just  at  its  close  the  questions  can  be  quickly  answered,  as 
they  are  unusually  easy,  and  before  the  time  of  the  recitation  have 
some  pupil  place  on  the  board  the  leading  events  of  Washington's 
life.  During  the  answering  of  the  questions  the  teacher  can  place 
on  the  board  a  short  summary  under  the  heading,  Opinions  ^f 
Washington. 

TEACHER'S  READING.  —  Aside  from  the  references  given  undef 
Supplementary  Reading,  the  teacher  will  find  good  illustrative 
matter  in  Lossing's  Field-book  of  the  Revolution,  II.  38,  etc. ;  Century 
Magazine,  November,  1887,  article  on  Home  and  Haunts  of  Washing 
ton;  and  in  the  Century  Magazine,  for  May,  1890.  If  he  lives  any 
where  in  the  vicinity  of  some  of  Washington's  old  headquarters,  it 
will  be  well  to  make  an  excursion  in  connection  with  this  lesson. 


THE   LOUISIANA   PUKCHAStf.  105 


STUDY  6,     THE  LOUISIANA  PUEOHASE, 

Summary  of  points  to  be  made. 

Louisiana  Purchase. 
Made 

In  1803. 

By  Jefferson. 

From  Napoleon. 
Including 

Land  westward  from  Mississippi  to  Spanish  America. 

Present  States  of — .     (Fill  out  from  answers.) 

Northern  boundary  uncertain. 
Reasons  for  buying  it. 

To  obtain  mouth  of  Mississippi. 

To  obtain  land  for  settlers. 
Reasons  for  selling  it. 

To  strengthen  America  against  England. 

To  get  $15,000,000. 
Explorations  of  it. 

Lewis  and  Clarke, 


General  Zebulon  Pike,  r  ^^ ~18°6' 


I  1804- 
'ike,  j 

Its  inhabitants. 

Indians. 

French  and  English  fur-traders. 
Hudson's  Bay  Company. 
Its  condition. 

Uncultivated. 

Without  roads. 

Unexplored. 
Its  previous  history. 

Explored  by  La  Salle. 

Taken  possession  of  for  France. 

Entered  by  missionaries. 

Granted  to  Spain  in  1763. 

Given  back  to  France  in  1800. 

,., ,.,,..   m   unions  K.f'rifiiu  inu;  rKJil;ti)i.')ii !   tK-n  jjJ'Mij  M 
/i:u>r:    boil    in;-)    -I'^l-n:-)]    ;.uU     ^Jiui-iiv    7  HJ;    Jyujnlj;    ni     :  e>ldiaaoq 

l 


1  Q6  ,  (  ,,,.,..     ;    ST^DfES   IN    AMEJLUCAN 


HISTO11Y. 


STUDIES  7  AND  8,     TEADE   AND   LIFE  IN  THE  DAYS   OF 
WASHINGTON,  ADAMS,  JEFFERSON,  AND  MADISON, 

Summary  of  points  to  be  made. 

Trade  and  life  in  the  days  of  the  first  Presidents. 
Occupations  of  New.  England. 

Whaling  and  other  fishing. 

Manufacturing  —  shoes,  woollen  and  cotton  goods. 

Lumbering. 

Trading. 
Occupations  of  South. 

Farming. 

Lumbering. 

Raising  tobacco,  rice,  etc. 

Home  manufactures  by  slaves. 
Occupations  of  Kentucky,  Ohio,  etc. 

Settling  and  clearing  the  land. 

Home  manufactures  of  clothes,  etc. 
Occupations  in  Louisiana  Purchase. 

Fur  trapping  and  trading. 
Occupations  on  high  seas. 

Whaling. 

Slave-trading. 

Fur-trade  of  northwest  coast  to  Canton. 
Modes  of  travelling. 

Stage-coaching. 

Sailing-vessels. 

Horseback. 

Canoes. 
Great  inventions  of  time. 

Steam-engine,  cotton-gin,  steamboat. 

The  above  are  probably  as  many  points  as  it  will  be  wise  to  embody 
in  a  summary  of  these  two  lessons  ;  matter  of  this  kind  does  not 
yield  easily  to  a  summary,  since,  after  all,  a  picture  is  to  be  left  in 
the  mind  rather  than  a  logical  course  of  events.  As  many  illustra 
tive  pictures,  incidents,  and  objects  should  be  added  to  the  material 
as  possible  :  in  almost  any  vicinity  the  teacher  can  find  some 
remains  of  this  period  —  old  houses,  old  school-books,  old  pictures, 


TRADE   AND   LIFE.  107 

old  bric-a-brac  of  one  sort  or  another.  Those  questions  whose 
answers  are  not  indicated  in  the  summary  are  intended  chiefly  for 
use  in  oral  work. 

SPECIAL  NOTES.  —  Study  7.  Question  5.  The  time  indicated  in 
the  advertisement  given,  —  of  from  two  to  three  months. 

Questions  16  and  17  touch  upon  an  aspect  of  our  early  life  often 
forgotten,  yet  very  important  before  the  suppression  of  the  slave- 
trade.  This  trade  was  a  very  lucrative  one,  chiefly  carried  on  by 
New  Englanders.  Africa  then,  as  always  since  the  sixteenth  century, 
was  the  mart  for  all  this  trade,  and  its  effects  upon  Africa  itself 
are  only  just  beginning  to  be  understood.  The  first  slave-owners 
were  the  petty  African  kings  themselves,  who,  like  all  primitive 
peoples,  used  their  captives  in  war  as  slaves.  The  step  from  this 
to  making  such  captives  the  objects  of  barter  was  easy  here  as  else 
where  ;  then  came  the  next  step,  of  stirring  up  warfare  on  purpose 
for  the*pkmder  of  slaves  and  other  wealth ;  then  came  in  the  foreign 
trader,  who  was  naturally  paid  in  slaves  and  ivory  and  whatever 
other  products  seemed  to  him  desirable,  in  return  for  his  monopolies 
of  civilization.  So  the  slave-trade  grew  and  thrived ;  and  nothing 
could  oppose  it  except  a  moral  purpose. 

Study  8.  Question  1.  See  map  facing  p.  195.  Like  most  of  our 
new  towns  of  this  period,  Maysville  was  placed  on  a  river,  and,  in 
this  case,  on  that  which  served  as  the  main  road  to  New  Orleans. 
Maysville  was  also  in  direct  communication  with  Lexington,  through 
"  the  big  road,"  which  had  been  made  from  that  town  to  Ohio. 

Question  13.  As  always,  the  Indians  are  ready  enough  to  welcome 
traders,  who  add  to  the  convenience  and  luxuries  of  life,  but  not 
settlers,  who  crowd  them  out  of  their  lands  and  who  do  not  court 
their  trade. 

TEACHER'S  BEADING.  —  See  MacMaster.  In  addition  to  the  illus 
trative  material  indicated  in  the  supplementary  reading,  see  articles 
on  Monticello,  in  Century  of  September,  1887 ;  and  on  Whaling,  in 
Century  of  August,  1890.  Call  the  attention  of  the  pupils  to  the 
portraits  of  the  first  four  Presidents.  See  The  American  Inventors 
of  the  Telegraph,  in  Century,  April,  1888 ;  and  the  Century  for  July 
of  the  same  year,  for  the  first  important  message  ever  sent. 


108  STUDIES   IN    AMERICAN   HISTORY. 


STUDIES  9  AND  10,     TKOUBLES   WITH    ENGLAND,     BEGINNING 
OF   THE  WAR   OF   1812,     WAE   OF   1812   CONTINUED, 

These  two  studies  can  be  most  profitably  summarized  in  one  view, 
although  the  teacher  may  find  it  better  to  make  part  of  his  sum 
mary  one  day  and  finish  it  the  next,  summarizing  as  he  goes. 

Summary  of  points  to  be  made. 
War  of  1812. 

Events  leading  up  to  it. 

War  of  blockades. 

Impressment  of  American  sailors. 

Attack  of  Leopard  oil  Chesapeake. 
Chief  events  of  the  war. 

(Fill  out  from  Study  of  List,  and  the  maps  called  for 

by  Questions  1  and  2  in  Study  10.) 
Seats  of  the  war. 

(Fill  out  from  above  sources.) 
Famous  captains  and  generals  of  this  war. 

(Fill  out  from  above  sources.) 
Effect  of  the  war. 

English  respect  for  American  Republic. 

The  teacher  should  be  careful  that  the  study  of  the  list  and  maps 
counteracts  any  impression  that  the  pupils  may  gain  from  the 
Studies  that  the  Americans  were  never  beaten.  While  this  war 
will  always  live  in  the  popular  memory  as  a  great  and  unexpected 
assertion  of  our  naval  power,  still  historical  justice  demands  that 
we  remember  that,  as  a  war  upon  the  land,  it  was  anything  but  a 
success  for  our  arms,  in  spite  of  Andrew  Jackson. 

SPECIAL  NOTES.  — Study  9.  Question  1.  There  had  been  a  series 
of  petty  but  most  annoying  troubles  between  America  and  England 
ever  since  the  days  of  the  Revolution.  The  suspicions  of  foul  play 
with  the  Indians  of  the  western •  and 
;dori'bf  4he^w'e^terii  ]pbsfe,!|tlhe''tJdne! 
with  &eVi5tis''  masters'  'nientioneft '  in !  thte !  text,1  h'ad  ;done  touch f  tel  'stir 
^'Te&'dine&s'fdr  'war1  "in  j^h!g>l&ili6ri&a,u^A&  Will^foe^en  ifr  fohe 
next  study, '  Me  '  part'  of '  'ouir '  cduntf  y  w£s  opposed1  'to  •  th«  •  war^ !  atad 


TKOUBLES  WITH  ENGLAND.  109 

was  inclined  to  let  time  and  treaties  heal  the  wrongs  from  which 
they  suffered. 

Questions  2-5.  These  questions  ought  not  to  prove  too  hard,  if 
the  foundation  for  such  work  was  well  made  in  Studies  1  and  2 
of  the  Revolutionary  period.  Even  in  that  case  the  teacher  will 
probably  find  it  necessary  to  go  over  the  work  very  carefully,  and 
to  imagine  particular  instances,  as  of  a  town  in  Maine,  where  all 
the  men  went  out  lumbering  in  the  winter,  and  sold  that  lumber 
the  next  summer  to  France ;  and  by  supposing  -people  in  France 
who  had  been  in  the  habit  of  getting  all  their  lumber  or  all  their 
whale-oil  from  New  England  captains.  Question  4  is  intrinsically 
more  difficult,  since,  if  England  had  already  forbidden  us  all  European 
harbors  but  her  own,  and  if  France  had  then  forbidden  us  those  of 
England,  and  each  had  power  to  enforce  her  laws,  the  Embargo  Act 
appears  a  mere  repetition  of  those  of  England  and  Napoleon ;  but 
at  least  one  grave  reason  for  the  embargo  is  embodied  in  a  hasty 
draft  made  by  Jefferson  for  an  embargo  message.  He  says :  — 

"  The  whole  world  is  thus  laid  under  interdict  by  these  two  nations,  and 
our  vessels,  their  cargoes,  and  crews  are  to  be  taken  by  the  one  or  the  other. 
.  .  .  If,  therefore,  on  leaving  our  harbors,  we  are  certainly  to  lose  them,  is 
it  not  better  ...  to  keep  them  at  home  ?  "  l 

In  this  way,  too,  in  case  of  war,  the  resources  of  the  country  would 
be  at  hand  for  defence ;  while  Europe  would  be  shut  off  from  the 
raw  materials  of  America. 

Question  5.  They  were  the  traders,  and  their  occupation  was 
taken  away.  As  in  the  other  cases,  the  teacher  had  better  help  the 
slower  pupils  by  some  concrete,  imagined  instance. 

Question  9.  The  teacher  may  here  dwell  upon  the  fact  that 
England  had  been  the  mistress  of  the  seas,  so  that  she  could  not 
imagine  that  any  one  could  possibly  overcome  her,  especially  under 
the  circumstances. 

Study  10.  Question  5.  The  frontier  sharp-shooting  element  was 
a  very  important  one  in  this  war,  and,  in  fact,  in  all  our  wars. 
While  we  have  never  had  a  large  body  of  men  carefully  trained  in 

1  Heiiry  Adams,  History  of  the  United  States  of  America.    New  York,  1890.    II.  169. 


110  STUDIES   IN    AMERICAN    HISTORY. 

naval  and  military  schools,  yet  we  have  always  had  a  large  body  of 
men  trained  in  the  severest  of  all  schools,  that  of  daily  danger  to 
life  and  limb,  in  the  midst  of  shifting  circumstances.  With  such 
a  training  nothing  artificial  can  compete,  since  it  rapidly  eliminates 
all  that  is  useless,  and,  in  fact,  only  allows  survival  —  a  very  stern 
sort  of  diploma  —  to  those  who  are  alert,  unerring,  ready  in  an 
emergency.  So  the  American  sharpshooter,  trained  by  the  Indians, 
and  the  American  sailor,  trained  by  whales  and  storms,  all  the  world 
around,  had  no  cause  to  fear  even  the  harshly  disciplined  soldiers 
and  sailors  of  His  Britannic  Majesty. 

Question  11.  The  reading  of  the  Treaty  of  Peace  affords  an  out 
sider  no  light  at  all  as  to  what  the  War  of  1812  really  accomplished. 
Only  the  observation  of  the  greater  respect  which  the  American 
Republic  at  once  inspired  in  all  European  nations,  measured,  in  the 
case  of  England,  by  a  total  cessation  of  the  custom  of  impressment 
of  American  seamen,  tells  the  story.  It  also  gave  us  confidence  in 
ourselves,  —  a  point  of  capital  importance  at  that  time,  —  and  fed  the 
spirit  of  nationality  just  then  beginning  to  spring  up,  and  needing 
such  nourishment  as  the  fact  that  America  had  beaten  England  on 
the  seas,  and  that  the  American  flag  would  carry  around  the  world 
the  names  of  Perry,  Decatur,  Bainbridge,  as  those  of  American 
heroes ;  just  now,  too,  the  American  songs  of  the  Star  Spangled 
Banner  and  Hail  Columbia  began  to  be  commonly  sung.  Through 
the  War  of  1812  America  grew  to  be  a  name  that  stood  for  deeds 
and  men  and  things,  as  well  as  for  sentiments. 

TEACHER'S  BEADING.  —  The  opening  chapters  of  Benton's  Thirty 
Years'  View  give  a  clear  and  excellent  view  of  the  causes  and  results 
of  the  War  of  1812.  The  best  naval  history  of  the  war  is  that  of 
Theodore  Iloosevelt,  The  Naval  War  of  1812,  New  York,  1883. 
Lossing's  Pictorial  Field-book  of  the  War  of  1812,  New  York,  1869, 
like  all  Lossing's  handbooks,  is  a  perfect  mine  of  picturesque,  local, 
and  personal  incident.  One  good  source  for  the  War  of  1812  is 
Niles's  Register,  in  which  one  finds  both  the  facts  and  the  contem 
porary  spirit  of  parties.  See,  too,  the  Journals  of  Congress,  and 
Schurz's  Life  of  Henry  Clay. 


THREATS   TO   THE   UNION.  Ill 


STUDY  11,     THEEATS  TO   THE  UNION, 

Summary  of  points  to  be  made. 

Threats  to  the  Union. 

New  England  Federalism,  troubled  on  account  of 
The  Embargo. 
The  War  of  1812. 

The  rule  of  the  Anti-federalists,  notably  of  Jefferson. 
Southern  Nullification. 

Roused  by  high  protective  tariffs. 

Protecting  manufacturers  of  New  England. 
Paid  for  by  Southern  and  Western  farmers,  because 
Making  salt,  cotton  and  woollen  goods,  etc.,  dearer. 
Threatened  with  war  by  Andrew  Jackson. 
Compromised  with  by  Henry  Clay. 

SPECIAL  NOTES.  —  Question  1.  The  course  of  Jefferson  in  regard 
to  the  Louisiana  Purchase  had  roused  the  fears  of  the  New  England 
Federalists  much  as  to  the  lawless  nature  of  Anti-federalism,  since 
this  act  was  done  without  the  necessary  constitutional  forms ;  then 
the  Mississippi  question  had  been  a  positive  one  with  many  of  the 
New  England  merchants ;  on  top  of  that  came  the  War  of  Blockades, 
the  election  of  another  Anti-federalist,  the  Embargo  Act,  the  re 
election  of  Madison ;  so  that  it  is,  perhaps,  not  to  be  wondered  at 
that  New  England  men  of  a  violent  temper,  like  Timothy  Picker 
ing,  were  in  favor  of  separation,  and  that  all  the  Federalists  re 
garded  the  situation  as  a  grave  one,  especially  since  the  country  was 
so  new  and  the  form  of  government  so  untried,  that  there  was  a 
doubt  in  many  men's  minds  as  to  whether  it  could  stand  the  stress 
of  party  strife. 

Question  4.  Follow  out  these  instances,  or  others  like  them,  with 
care,  so  as  to  be  sure  that  the  particular  effect  in  each  particular 
instance  may  be  seen,  but  do  not  try  to  make  any  generalization. 

Question  5.  The  readers  of  the  Southern  documents  on  this 
question  will  be  surprised  and  interested  to  see  how  thoroughly  the 
men  of  South  Carolina  seemed  to  feel  that  they  were  following  the 


112  STUDIES    IN    AMERICAN   HISTORY. 

precedents  of  the  early  days  of  the  Eevolution  in  resisting  what 
was  to  them  a  partial  tariff,  assisting  one  part  of  the  country  at  the 
expense  of  another.  Here,  as  in  the  case  of  the  New  England  Fed 
eralists,  we  must  remember  the  youth  of  the  country  and  the  untried 
government. 

GENERAL  SUGGESTION. — This  lesson  is  one  of  the  most  important 
foundation  lessons  of  the  book,  and  the  teacher  must  see  to  it  that 
it  is  thoroughly  understood,  since  a  failure  to  understand  here 
involves  an  obscurity  all  along  through  the  period  of  civil  strife 
and  through  our  own  present  time,  when  the  tariff  again  threatens 
to  become  a  living  question. 

The  Hartford  Convention  consisted  of  twenty-six  delegates  from 
Massachusetts,  Connecticut,  Ehode  Island,  Vermont,  and  New 
Hampshire.  Their  resolves  are  given  in  Lossing's  Field-book  of 
1812. 

TEACHER'S  BEADING.  —  The  sources  are  chiefly  Benton's  Thirty 
Years'  View,  Niles's  Register,  the  Journals  of  Congress,  the  Life  of 
Henry  Clay,  and  the  Journals  of  John  Quincy  Adams.  See,  too, 
Henry  Adams's  Documents  relating  to  New  England  Federalism. 

The  best  authorities  are,  perhaps,  Henry  Adams's  and  Schouler's 
Histories. 


STUDY  12.     THEEATS  TO  THE  UNION.     THE  SLAVEKY  QUESTION, 

Summary  of  points  to  be  made. 

Slavery. 

Parties  in  regard  to  it. 

Pro-slavery  men,  like  Calhoun. 
Abolitionists,  like  Garrison. 
Compromisers,  like  Clay. 
How  compromised  in  1820. 

Slavery  not  allowed  in  Territories  north  of  36°  30'  latitude. 

(Teacher  will  note  that  Missouri  itself  is  north  of 

this  line,  and  that  slavery  was  only  permitted  south 

of  this  line  by  the  vote  of  the  inhabitants  of  any 

Territory.     These  are  both  compromise  points.) 


THE   SLAVERY   QUESTION.  113 

Advantages  of  slavery. 

To  the  African  savage. 
Civilization. 

To  the  Southern  slave-owner. 

Cheap  and  steady  labor,  that  could  bear  the  climate. 
Good  crops  of  cotton,  rice,  sugar.         * 
Disadvantages  of  slavery. 

To  the  African  savage. 

Separated  him  from  his  country  and  people. 
Took  away  his  liberty. 

To  the  slave-owner. 

(In  regard  to  this  last  point,  the  pupils  are  not  able 
at  this  point,  and  probably  not  at  this  age,  to  pass 
any  judgment  ;  yet,  as  a  matter  of  fact,  the  disad 
vantages  of  slavery,  both  moral  and  industrial, 
probably  outweighed  the  advantages.) 
Objections  of  South  to  Abolitionists. 

Would  take  away  their  property  and  wealth. 

Would  make  slaves  discontented. 

Would,  perhaps,  raise  a  slave  war. 

States  of  the  Union  in  1820. 

Free.  Slave. 

Massachusetts.  Georgia. 

New  Hampshire.  South  Carolina. 

Pennsylvania.  North  Carolina. 

Rhode  Island.  Virginia. 

Connecticut.  Ma'ryland. 

New  York.  Delaware. 

New  Jersey.  ^Kentucky.  1  7  *7  I 


Vermont.  H^I  Tennessee.    II  °l 

Ohio.  1*"°3  Louisiana.    »  *'  * 

Indiana,  l^l1^  -Mississippi.  1  ^  ^ 

Illinois.  )  ?  |  *  -  Alabama.     J%-  1  °\ 

Maine.  ) 


SPECIAL  NOTES.  —  Question  12.     If  we  read  the  speeches  of  the 
twenties  and  thirties  in  Congress,  we-  come  to  feel  that  the  fear  of  a 


114  STUDIES   IN   AMERICAN   HISTORY. 

slave  insurrection  in  the  South  stirred  up  by  the  Abolitionists  was  a 
very  real  one,  although  the  danger  possibly  was  not  very  great. 

Questions  13,  14.  How  savage  were  the  ancestors  of  our  slaves 
we  never  realize  until  we  read  the  accounts  given  of  them  by 
missionaries,  traders,  and  travellers.  It  is  to  be  noted  too,  that  it 
has  been  almost  impossible  to  persuade  negroes,  even  in  slavery 
times,  ever  to  return  to  Africa  to  live. 

Question  15.  The  recent  investigations  of  the  slave-trade  in 
Africa  reveal  the  fact  that  the  natives  were  and  are  in  constant 
danger  of  slavery ;  and  if  they  were  not  carried  over  seas,  the  alter 
native  was  subjection  to  the  caprices  of  some  savage  African  master. 
To  be  an  African  at  all  has  often  involved  but  a  choice  of  evils. 

TEACHER'S  BEADING.  —  One  of  the  best  accounts  of  the  Missouri 
Compromise  is  given  by  Schouler.  For  arguments  on  all  sides,  see 
the  Congressional  Globe.  The  bibliography  of  slavery  is  almost  end 
less,  but  so  controversial  in  its  character  that  the  world  still  awaits 
the  great  historical  work  on  this  subject.  See  Jefferson  Davis's 
Rise  and  Fall  of  the  Southern  Confederacy,  New  York,  1881 ;  Horace 
Greeley's  The  American  Conflict,  Hartford,  1864 ;  for  Garrison,  the 
typical  Abolitionist  figure,  see  William  Lloyd  Garrison:  The  Story 
of  his  Life,  told  by  his  Children,  New  York,  1889.  For  the  Southern 
view  of  the  Missouri  controversy,  see  Lucien  Carr's  Missouri  in  the 
Commonwealth  Series ;  for  the  condition  of  the  negro  in  Africa,  see 
the  various  books  that  have  lately  appeared  on  Africa,  notably  those 
of  Stanley ;  Buxton's  The  African  Slave-trade  and  its  Remedy,  London, 
1840,  gives  vivid  pictures. 

STUDIES  13  -AND  14.     TKADE  AND  LIFE  TKOM  1815  TO  1845, 

Summary  of  points  to  be  made. 

State  of  the  country  from  1815  to  1845. 

Development  of  Mississippi  Valley. 
About  centres  of 
Pittsburg. 
Cincinnati. 
Louisville. 


TRADE   AND   LIFE   FROM   1815  TO    1845.  115 

New  States  formed.     (See  list.) 
Through  occupations  of 

Agriculture  —  grain  and  stock  raising. 
Manufactures  —  iron,  spirits. 
Hunting  —  skins. 
Mining  —  coal  and  iron. 
Through  trade  with  New  Orleans. 
Development   of   Old   Northwest  Territories  —  Michigan   and 

Wisconsin. 

Through  fur-trade,  centred  at  Sault  St.  Marie  and  Detroit. 
Development   of   New  England   manufactures  of   cotton   and 

woollen. 
Development  of  whole  country. 

Through  immigration,  chiefly  from 
British  Isles. 

Germany  and  Switzerland. 
Through  railroads  and  steamboats. 
Through  opening  of  Indian  lands. 
Great  inventions  of  period. 

Transatlantic  steamships,  screw  propeller  —  John  Erics 
son. 

Gaslights  begin  to  take  place  of  oil-lamps  and  candles. 
Railroads,  railroad  locomotives  —  George  Stephenson. 
Reaping  machine. 
Telegraph  —  Samuel  F.  B.  Morse. 
Serious  questions  of  period. 

(See  Threats  to  the  Union.) 
Pest  of  office-seekers. 
What  to  do  with  the  Indians. 
Wars  and  disturbances  of  period  — 1812-1845. 
War  of  1812. 
Creek  War  —  Jackson. 
Seminole  War  —  Jackson. 
Expulsion  of  Cherokees  from  Georgia. 
Black  Hawk  Wrar  —  Black  Hawk. 
Seminole  War. 
Slavery  riots. 
Temperance  question. 


116  STUDIES   IN   AMERICAN   HISTORY. 

SPECIAL  NOTES. — Study  13.  Question  1.  This  question  is  a 
review  question,  taking  the  pupils  back  to  the  days  of  the  French 
and  Indian  War. 

Question  3.  Note  not  only  that  it  is  the  centre  of  rich  mines,  but 
also  that  it  lies  at  the  head  of  the  Ohio,  with  New  Orleans  to  open 
its  European  market  and  all  the  Mississippi  Valley  for  its  home 
market. 

Question  4.  Even  before  Cincinnati  became  a  great  manufacturing- 
place  it  was  a  great  market  for  the  farmers  of  Ohio,  as  Louisville 
was  for  those  of  Kentucky.  It  is  almost  impossible  for  us  to 
overestimate  the  importance  of  the  mid-vein  of  the  continent  and 
its  branching  waterways,  during  the  time  when  steamboats  were 
just  coming  in,  and  railroads  had  not  yet  begun.  It  was  the  day  of 
the  canal,  the  river,  and  the  lake,  and  of  the  greatness  of  towns  that 
lay  along  their  shores. 

Question  15.    British  influence  probably  had  much  to  do  with  this. 

Questions  18  and  19.  These  questions  are  largely  preparatory 
for  the  little  study  011  Civil  Service  Reform  on  p.  400. 

First  Study  on  14.     Question  9.     See  p.  220. 

Second  Study  on  14.  This  is  the  period  of  the  second  great  group 
of  Indian  wars.  The  first  group,  with  King  Philip's  War  for  a 
type  and  climax,  were  the  wars  of  New  England,  resulting  in  the 
white  conquest  of  New  England  territory.  Those  wars  of  the 
Mississippi  Valley,  occurring  in  the  twenties  and  thirties,  left  us 
masters  of  nearly  all  the  territory  on  this  side  of  the  Mississippi. 
Our  next  great  period  of  Indian  wars  has  been  since  the  Civil  War, 
resulting  in  the  conquest  of  the  lands  west  of  the  Mississippi. 
Although  we  often  think  of  our  Indian  wars  as  petty,  yet  if  we 
look  at  them  attentively,  we  must  confess  that  they  have  been 
almost  continuous  with  periods  of  most  serious  conflict.  We  have 
really  conquered  our  territory,  almost  State  by  State,  from  its  first 
possessors,  and  some  most  heroic  characters  have  appeared  in  the 
course  of  this  conquest,  both  among  the  Indians  and  the  whites. 

GENERAL  SUGGESTION.  —  Here,  as  in  the  former  lessons  on  trade 
and  life,  enrich  the  topic  as  much  as  possible  by  outside  reading  and 


THE   SPANISH   WEST.  117 

illustration,  and  by  visits  to  buildings  and  other  remains  of  this 
period. 

TEACHER'S  BEADING.  —  See  George  Cable's  Great  South  Gate  in 
Century  of  June,  1883,  and  Kennedy's  Swallow-Barn,  which  gives  a 
beautiful  contemporary  picture  of  Virginia  in  the  forties. 


STUDY  15,  THE  OKEGON  QUESTION  AND  THE  OKEGON  TKAIL, 

For  the  general  management  of  this  lesson,  with  the  summaries, 
see  p.  19,  where  it  occurs  as  a  sample  lesson. 

TEACHER'S  READING. — There  is  a  chapter  on  the  Hudson's  Bay 
Company  in  the  eighth  volume  of  Winsor's  Narrative  and  Critical 
History,  giving  its  whole  history.  The  prime  authority  for  the 
whole  subject  at  present  is  Hubert  Howe  Bancroft,  Vols.  XVIII., 
XXVII.,  and  XXIX. ;  for  map  of  Oregon  Trail,  see  XXVII.  630.  An 
admirable  picture  of  the  life  at  Fort  Vancouver  is  given  in  Vol. 
XXIX.  7,  etc. ;  see  also  XVIII.  526.  For  the  account  of  Astoria,  see 
Irving's  work  by  that  title,  and  as  a  corrective,  Bancroft,  XXVIII. 
In  Vol.  XXX.  of  the  Harper's  Magazine  is  a  good  article  on  John 
Jacob  Astor  by  James  Parton.  For  the  congressional  discussion  of 
the  whole  question,  see  Benton's  Thirty  Years'  View,  Benton  being 
almost  the  father  of  the  Oregon  Country  as  far  as  rousing  sentiment 
and  spreading  knowledge  in  regard  to  it  is  concerned.  He  was  the 
apostle  of  the  Oregon  Country  at  a  time  when  it  was  to  most  of  our 
people  but  the  name  of  a  barbarous  No-man's  Land.  See,  too,  the 
Secretary  of  War's  Report  accompanying  the  President's  message 
for  1843,  and,  as  usual,  the  Congressional  Record.  For  Dr.  Whitman, 
see  Bancroft,  Vol.  XXIX. 

STUDY  16,    THE  SPANISH  WEST. 

Summary  of  points  to  be  made. 

The  Spanish  West. 

Present  States  and  Territories  included  in  old  Spanish  West. 
(Fill  out  from  map  on  p.  216.) 


118  STUDIES   IN   AMERICAN   HISTORY. 

Inhabitants  of  Spanish  West  in  1835. 

Of  California  —  Spaniards  from  Mexico,  and  Indians. 
Of  New  Mexico  and  Arizona  —  Spaniards  from  Mexico, 

Indians. 

Of  Texas  —  Spaniards  from  Mexico,  Indians,  Americans. 
Trade  outlets  of  Spanish  West. 

Santa  Fe  Trail,  eastward  to  the  States.  (See  outline  map.) 
Harbors    of   California    coast,   to   Mexico,   the    United 

States,  and  the  world. 

Trail  southward  from  New  to  Old  Mexico. 
Occupations  of  the  inhabitants. 

(Fill  out  from  text.) 
First  settlers  of  Spanish  West. 

Spanish  missionaries.. 
First  explorers. 

Spanish  priests  and  adventurers. 

Relations  of  the  Indians  and  the  Spaniards  —  friendly. 
Revolt  of  Texas  from  Spanish  America. 
Led  by  Sam  Houston. 
Caused  by  American  wish  for  independence  from  Mexico  and 

a  troublesome  government. 
Chief  events. 

Battle  of  the  Alamo. 
Battle  of  San  Jacinto. 

Sam  Houston  against  Santa  Anna. 
Result,  the  formation  of  the  Texan  Republic. 
Sam  Houston,  president. 

SPECIAL  NOTES.  —  Question  8.  Until  a  good  deal  more  study  has 
been  put  on  the  subject,  it  would  be  unsafe  for  the  teacher  to  make 
any  statement  of  the  cause  for  the  little  trouble  that  the  Spaniards 
had  with  the  Indians.  Part  of  it  may  have  been  due  to  the  nature 
of  the  western  Indian,  part  of  it  to  the  sparse  and  slow  settlement 
of  the  country,  and  some  would  say  that  it  was  due  to  the  early 
relations  of  the  Indians  and  the  Fathers  in  the  old  missions.  What 
ever  the  cause,  it  is  certainly  true  that  the  Spaniards  did  have  much 
trouble  with  the  Indians  in  New  Mexico  and  Arizona,  and  compara 
tively  little  with  them  in  California. 


THE   SPANISH   WEST.  119 

Question  12.  The  fact  is  that  emigration  into  our  country  has 
followed  the  latitude  rather  than  the  longitude ;  there  was  an 
approximation  to  this  law  also  in  the  first  approaches  of  Europe  to 
our  own  country.  Probably  the  great  cause  for  this  is  the  common 
desire  of  mankind  to  live  as  they  are  wont  to  live,  and  climate  is 
the  first  great  factor  which  enables  them  to  do  this. 

Questions  15  and  16.  These  American  Borderers  have  a  character 
all  their  own,  and  while  there  is  much  about  them  which  would  make 
them  unsuitable  members  of  an  orderly,  civilized  community,  yet  a 
keen  appreciation  of  the  necessities  of  the  wild  western  life  into 
which  they  were  thrown,  and  the  exigencies  of  the  wild  western 
country  which  they  subdued,  will  convince  us  that  the  Republic 
owes  as  great  a  debt  of  gratitude  to  these  rough  and  ready  heroes  as 
to  Penn,  Oglethorpe,  Winslow,  or  Bradford.  As  for  John  Smith,  he 
was  of  their  kin.  They  drank,  they  gambled,  they  were  coarse  and 
rough,  but  they  could  starve,  freeze,  fight,  and  die.  They  had  the 
faults  and  virtues  of  the  Indians,  in  whose  midst  they  lived.  Gen 
erous,  strong,  always  ready  to  die,  they  were  our  advance-guard 
westward,  always  fleeing  from  civilization,  and  always  preparing  its 
way. 

TEACHER'S  READING.  —  Hubert  Howe  Bancroft  must  still  be  the 
great  work  of  reference.  For  the  Santa  Fe  Trail,  see  Vol.  XVII. 
299 ;  for  map,  see  p.  331 ;  the  great  classic  on  the  old  Santa  Fe  Trail 
is  Gregg's  Commerce  of  the  Prairies,  New  York,  1844 ;  for  the  old 
life  in  California,  see  Bancroft's  California.  Vol.  I.,  and  the  articles 
in  the  Century  Magazine,  May,  June,  August,  and  December,  1883, 
and  in  December,  1890,  and  January,  1891 ;  for  Texas,  see  Bancroft, 
Vols.  XV.  and  XVI.,  and  Olmsted's  A  Journey  through  Texas,  New 
York,  1859 ;  for  Sam  Houston,  see  Gary's  Life.  But  nothing  can 
give  one  so  good  an  idea  of  the  spirit  of  the  time  as  David  Crockett's 
life,  written  by  himself.  It  is  a  rare  book,  and  has  appeared  in 
various  fragments  from  time  to  time,  but  is  always  worth  reading 
in  any  part. 


120 


STUDIES   IN   AMERICAN   HISTORY. 


STUDIES  17  AND  18,     THE   MEXICAN  WAK,  1846-1848. 

Summary  of  points  to  be  made. 

The  Mexican  War  — 1840-1848. 

Events  leading  on  to  this  war. 
Independence  of  Texas. 
Its  annexation  to  the  United  States. 

Favored  by  South,  as  a  balance  to  North. 
Opposed  by  North,  as  extension  of  slavery. 
Favored  by  Texas. 
Opposed  by  Mexico. 

Dispute  as  to  western  boundary  of  Texas. 
Entrance  of  United  States  troops  into  disputed  territory, 
Opposition  to  this  war. 
By  Mexico. 

fClay. 
By  many  Americans.  <j  Webster. 

[  Adams. 

Campaigns  and  leaders  of  the  war. 
In  New  Mexico  —  Kearney. 
In  California — Fremont. 
In  North  Mexico  —  Taylor. 
In  Central  Mexico  —  Scott. 
Notable  events  of  war. 

Entrance  of  disputed  territory  —  Taylor. 
Invasion  of  Northern  Mexico  —  Taylor. 
Surrender  of  Santa  Fe  to  Kearney ;  NEW  MEX 
ICO  and  ARIZONA  taken  possession  of  for 
United  States. 
Making    of    California    trail    through    Arizona 

(Southern  Pacific  route). 
Bear-Flag  Revolt  in  California. 
Conquest  of  CALIFORNIA  for  United  States. 
Fight  at  Monterey  —  American  victory. 
Battle  of  Buena  Vista  —  American  victory. 
Scott's  expedition  to  city  of  Mexico. 
Taking  of  Vera  Cruz. 
Taking  of  Mexican  fortresses  about  Mex 
ico. 
Entrance  into  city  of  Mexico. 


1846.  l 


1847.  •< 


THE  MEXICAN   WAE,   1846-1848.  121 

1848.  —  Peace  made  with  Mexico. 
Gain  of  war  to  United  States. 

Territory  of  Spanish  West. 

SPECIAL  NOTES.  —  First  Study  on  17 .  Question  4.  The  teacher 
will  refer  the  pupils  here  to  the  list  of  States,  with  their  order  of 
entrance,  and  to  the  fact  that  just  in  1846  the  people  of  the  North 
were  pressing  into  the  Oregon  Country. 

Question  7.  For  the  Texan  side,  see  Carey's  Life  of  Houston. 
We  are  too  apt  to  forget  this  Texan  side ;  it  was  scarcely  in  the 
nature  of  things  that  Texas,  peopled  as  it  was  by  thorough  Ameri 
cans,  should  have  remained  separate  in  the  presence  of  so  powerful 
a  magnet  as  their  native  country. 

Questions  8  and  9.  This  was  an  old  quarrel  between  Texas  and 
Mexico,  and  in  annexing  Texas  we  annexed  the  quarrel. 

Second  /Study  on  17.  Question  5.  We  must  not  be  too  sure  yet 
as  to  the  cause  of  the  Bear-Flag  Revolt ;  the  study  of  the  sources 
leaves  one's  mind  in  a  state  of  much  uncertainty ;  perhaps  we  are 
not  yet  far  enough  away  from  the  time  when  Fremont  was  to  some 
an  unprincipled  adventurer,  to  others  a  bold  and  free-hearted  hero. 

Study  on  18.  Question  2.  Their  chief  reason  was  to  restore  the 
spirit  of  the  Americans,  and  turn  the  tide  of  battle  back  once  more 
upon  the  Mexicans. 

Question  5.     See  map,  p.  50. 

Questions  10  and  11.  The  pupils  may  need  a  little  additional 
questioning  before  they  understand  the  advantage  which  men  in. 
their  own  country  have  over  its  invaders.  In  the  first  place,  the 
spirit  of  such  a  country  is  at  its  white  heat  5  in  the  second  place, 
its  enemy  neither  knows  its  resources  nor  its  roads  as  well  as  its 
defenders.  The  Americans  hardly  had  any  advantage  but  that  of 
training. 

General  Study.  Questions  4  and  5.  There  is  no  question  about 
what  the  Mexicans  were  lighting  for,  since  they  were  defending 
themselves  against  an  armed  invasion.  As  for  what  the  Americans 
were  fighting,  the  natural  answer  would  seem  to  be  conquest ;  the 
theoretical  reason  was,  to  assert  that  they  were  right  as  to  what 


122  STUDIES   IN    AMERICAN   HISTORY. 

the  boundary  of  Texas  should  be ;  but  after  the  skirmishes  of  Palo 
Alto  and  Resaca  de  la  Palma  things  took  an  inevitable  course. 
Questions  7  and  8.     Summarize  as  follows  :  — 

Successive  additions  to  the  territory  of  the  United  States. 

Territory  gained  by  Revolution  —  by  conquest  and  treaty. 

Louisiana  Purchase. 

Spanish  West  —  by  conquest  and  treaty. 

Gadsden  Purchase. 

It  will  be  an  excellent  idea  to  have  the  pupils  indicate  these 
successive  additions  on  an  outline  map,  in  different  colors. 

TEACHER'S  READING.  —  See  Schouler;  Benton's  Thirty  Years' 
View;  the  biographies  of  Kearney,  Scott,  Fremont;  Cooke's  Con 
quest  of  New  Mexico  and  California)  New  York,  1878 ;  Century  arti 
cles  on  California,  1891. 


STUDY  19,     GOLD  IN  CALIFORNIA, 

Summary  of  points  to  be  made. 

Gold  discovered  in  California. 

In  1848. 

At  Sacramento  (Sutter's  Fort). 
Conditions  in  California  in  1848. 

Very  little  cultivated  land  near  Sacramento. 

No  manufactures. 

Few  farmers,  carpenters,  etc. 

Great  distance  from  supplies  of  civilization. 
Routes  to  California  from  New  York. 

Around  Cape  Horn  in  sailing  vessels ;  four  months. 

Around  by  Panama,  steamship;  one  month. 

To  Yera  Cruz  and  through  Mexico. 

By  the  overland  trails,  railroad  and  wagon. 
Results  of  the  discovery  and  the  conditions  in  California  in  1848. 

Great  rush  of  people  to  California. 

Few  supplies  for  them. 

Great  suffering  on  the  way. 

Very  high  prices  in  California  for  the  necessaries  of  life. 


GOLD   IN   CALIFORNIA.  123 

No  settled  law. 

Great  disorder. 

California  forced  to  make  her  own  laws. 

Rapid  development  of  California. 

SPECIAL  NOTES.  —  Question  2.  Pictures  of  the  Rocky  Mountains, 
and  descriptions  of  their  difficulties,  will  do  much  to  make  the 
pupils  understand  that  for  all  practical  purposes,  Chili  and  Oregon 
were  nearer  to  California  than  the  other  parts  of  the  United  States. 
By  this  time  their  work  should  have  impressed  upon  them,  too,  that 
water-ways  are  the  first  easy  ways  of  reaching  a  country. 

Question  5.  Of  course,  all  men  did  not  choose  the  luck  of  the 
mines,  and  some  of  the  most  solid  fortunes  of  California  were  made 
by  men  who  chose  to  supply  the  miners  rather  than  to  mine  them 
selves  5  but  since  the  mines  offered  the  chance,  with  a  good  streak 
of  luck,  of  becoming  very  rich,  average  human  nature  chose  to  mine, 
and  run  the  risk  of  total  failure,  rather  than  to  select  an  occupation 
which,  although  sure  to  enrich  them,  and  enrich  them  rapidly,  still 
involved  steady  attention  to  business  and  allowed  no  wonderful 
play  of  the  imagination ;  for  mining  had  all  that  adventurous  charm 
which  to  many  is  a  chief  attraction  of  life. 

Question  7.  The  answer  to  this  question  should  be  treated  con 
versationally,  since  the  list  cannot  be  exhaustive,  and  since  it  is 
important  only  as  giving  a  vivid  impression  of  the  conditions  of 
the  early  life  in  California. 

Question  8.  The  answer  ordinarily  given  by  the  Forty-niners  is 
that  every  one  had  plenty,  there  was  no  crowding  upon  the  means 
of  subsistence,  and  no  great  incentives  to  robbery  and  murder.  With 
the  sudden  influx  of  great  quantities  of  people  of  various  nationali 
ties,  these  conditions  rapidly  changed,  and  many  found  it  still  easier 
to  gain  their  money  by  robbery  and  murder  than  by  mining,  espe 
cially  when  a  particularly  good  new  site  was  found. 

Questions  10,  11,  12.  The  pupils  should  be  made  to  see  clearly 
that  there  had  been  no  opportunity  as  yet  for  good  law  to  enter 
into  California.  The  Mexicans  had  just  lost  the  country,  and  the 
Americans  had  not  yet  had  time  to  establish  firm  government  of 


124  STUDIES   IN   AMERICAN   HISTORY. 

any  sort ;  as  a  matter  of  fact,  these  new  settlers  found  themselves  in 
the  same  position  as  the  early  colonists  in  Plymouth  or  Jamestown, 
without  even  a  charter  to  make  a  beginning  with.  Until  they  were 
under  some  sort  of  established  government,  it  was  absolutely  neces 
sary  for  the  early  immigrants  to  take  matters  into  their  own  hands. 
The  Sacramento  mass-meeting  only  differs  from  the  New  England 
mass-meeting  in  that  it  was  much  more  democratic,  including,  as  it 
did,  all  the  male  inhabitants,  —  a  mass  of  a  very  cosmopolitan  sort. 

Question  12:  Here  is  a  good  place  to  make  the  pupil  acquainted 
with  the  trial  by  jury,  for  here  we  see  it  in  a  very  simple  and 
primitive  form,  —  twelve  miners  judging  a  miner. 

TEACHEK'S  READING.  —  See  Bancroft,  Vols.  XXIII.  and  XXXV., 
for  an  excellent  picture  of  the  early  conditions ;  see  Peter  H. 
Burnett's  Recollections  and  Opinions  of  an  Old  Pioneer,  New  York, 
1880 ;  the  articles  in  the  Century  Magazine  for  1891  and  1892  on 
California ;  and  Bayard  Taylor's  El  Dorado,  1850. 


STUDY  20,     LIST   OF   IMPOETANT   EVENTS   PKOM   1783-1850, 

Summaries The  summary  for  this  period  may  be  presented  on, 

at  least,  two  different  plans,  and  we  present  a  sketch  of  each.  The 
first  plan  is  to  summarize  by  topics,  and  the  second,  to  summarize 
by  administrations. 

United  States  history  from  1783-1850. 

Additions  to  our  territory  made  during  this  period. 

Louisiana  Purchase,  —  Louisiana,  Missouri,  etc. 

,    (  Texas,  California,  New  Mexico, 
The  Spanish  West.  •]       .  ' 

(  Arizona,  Nevada,  Utah. 

Governments  of  this  period. 
Confederation. 
Constitutional  government. 
Under  Federalists. 
Washington. 
Adams. 


LIST   OF  IMPORTANT   EVENTS  FROM   1783-1850.  125 

Under  Anti-federalists. 

Jefferson,  Madison. 
Without  distinction  of  parties. 

Monroe,  John  Quincy  Adams. 
Under  Democratic  Party. 

Andrew  Jackson,  Martin  Van  B.uren. 
Under  Whigs. 

Harrison  and  Tyler. 
Under  Democrats. 

Polk. 

Wars  of  the  United  States  during  this  period. 
Indian  war  in  Ohio. 
War  with  France. 
War  with  Tripoli. 
Indian  war  in  Indiana. 
War  of  1812. 
Creek  War.  \ 

Seminole  Wars.       >-  Indian  Wars. 
Black  Hawk  War. ) 
Mexican  War. 
Civil  dissensions. 

Shays'  Rebellion,  —  local  in  Massachusetts. 
WThiskey  Insurrection,  — local  in  Western  Pennsylvania. 
Trouble  over  the  Embargo  Act.  ) 
Hartford  Convention.  }  New  E^nd. 

Nullification,  —  South  Carolina. 
Abolition  movement,  —  North  against  South. 
Famous  literary  men  of  the  period. 
Poets  (fill  up  from  the  list). 
Historians  (fill  up  from  the  list). 
Novelists  (fill  up  from  the  list) . 
Essayists  (fill  up  from  the  list). 
Great  inventions  of  the  period. 

(Fill  up  from  list,  and  previous  studies.) 

The  form  of  the  other  summary  would  simply  run  as  follows  :  — 

Leading  events  of  the  administrations,  1783-1850. 
Confederation. 

(Fill  out  from  list  as  to  wars,  civil  troubles,  etc.,  of  the 
period  of  the  Confederation.) 


126  STUDIES    IN   AMERICAN    HISTOKY, 

Washington,  1789-1797. 

(Fill  out  from  list,  under  headings  of  leading  events, 

great  men,  etc.) 
And  so  on  for  each  administration. 

SPECIAL  NOTES.  —  First  Study  on  the  List  and  Maps.  Most  of 
this  is  review  work,  but  distinguished  from  the  previous  work  on 
these  points  by  being  as  full  as  possible,  and  completing  the  view 
for  the  whole  period,  and  in  presenting  events  in  their  broad 
relations. 

Second  Study  on  List.  Question  8.  These  dates  should  be  inserted 
in  the  summary  in  their  right  places,  and  either  underlined,  or 
written  in  red  ink,  or  in  some  way  distinguished. 

Third  Study  on  List.  Question  8.  Not  only  was  this  literature 
American  by  virtue  of  its  authorship,  but  the  teacher  will  notice 
that  its  subjects  are  chosen  from  American  life,  history,  and 
sentiment. 

Questions  12  and  13.  Not  only  was  the  Constitution  made  and 
the  government  settled  into  running  order  during  this  period,  but 
our  territory  reached  its  essential  boundaries,  and  we  were  ready, 
with  our  machinery  and  our  stage  completed,  to  enter  on  our  own 
American  drama  of  history. 


GROUP  VI. 


RECORDS   OE   CIVIL   STRIFE. 

Here  again,  as  in  the  Revolution,  we  come  on  a  period  of  great 
and  striking  unity,  through  which  we  are  irresistibly  carried, 
unquestioning  of  our  course.  Here,  too,  as  in  the  Revolution,  we 
have  to  do  with  a  great  moral  movement,  culminating  in  war,  but  a 
moral  movement,  fiercer  and  more  intense,  shaking  to  its  foundation 
a  people  of  more  than  thirty  millions,  instead  of  one  of  something 
like  three  millions.  Nor  is  the  moral  movement  simple  in  its 
character ;  as  in  the  Revolution,  there  were  two  sides,  each  justified 
from  its  own  point  of  view.  To  honor  the  king  was,  perhaps,  as 
respectable  a  sentiment  as  the  love  of  liberty ;  to  believe  that  the 
highest  mutual  good  of  white  and  black  was  to  be  found  in  the 
institution  of  slavery,  and  that  one  group  of  States  had  no  right  to 
force  its  views  upon  another  part,  was,  perhaps,  as  respectable  as 
to  believe  that  slavery  was  in  no  circumstance  justified,  or  that  the 
Union  must  be  preserved  at  any  cost;  but  in  each  instance,  one 
sentiment  and  opinion  was  out  of  harmony  with  the  movement  of 
events  and  ideas,  and  had  to  yield  before  the  irresistible  destiny  of 
progress. 

If  either  the  Revolution  or  the  Civil  War  had  turned  differently 
from  what  either  did,  it  is,  perhaps,  safe  to  say  that  this  result 
would  not  have  endured  for  a  generation.  The  spirit  of  our  people 
and  our  circumstances  were  not  fitted  to  monarchy  in  the  days  of 
the  Revolution ;  it  could  only  find  comfort  and  power  in  a  new 
embodiment,  and  grew  toward  that  as  inevitably  as  the  chrysalis 
shapes  itself  to  the  butterfly ;  in  the  days  of  the  Civil  War,  modern 
society  was  shaping  itself  into  a  democratic  mould  in  which  there 
was  no  place  for  slavery,  while  our  government,  our  commerce,  our 
language,  and  our  manners  had  welded  our  people  into  such  a  real 

127 


128  STUDIES   IN   AMERICAN    HISTORY. 

whole,  that  separation  had  already  become  almost  a  physical  impos 
sibility. 

The  period  of  the  Civil  War  was  foreshadowed  almost  from 
colonial  periods  by  a  growing  separation  of  interests  and  sympathy 
between  a  section  of  large,  rich  planters  in  the  South,  and  a  section 
of  traders  and  manufacturers  in  the  North.  The  South  was,  on  the 
whole,  held  by  native  Americans  who  owned  large  estates,  worked 
by  slave-labor,  and  producing  the  staples  of  cotton,  sugar,  rice,  and 
tobacco ;  in  such  conditions,  change  is  slow,  and  life  tends  to  remain 
primitive.  In  the  North  was  a  large  population  of  small  traders 
and  manufacturers,  with  a  large  inflowing  supply  of  foreign  labor, 
and  slavery  had  rapidly  given  way  to  what  was  for  the  North 
undeniably  more  desirable,  —  free  labor,  which  could  be  shifted, 
enlarged,  and  dismissed  much  more  easily  than  slave-labor.  Parallel 
with  this  separation  of  interests  and  sympathies  was  a  separation  of 
beliefs,  a  separation  sharply  defined  in  early  days  by  the  two  parties, 
Federalists  and  Anti-federalists,  the  former  party  having  its  strong 
hold  in  New  England,  the  latter  in  the  South.  There  was  logic  in 
this  parallelism.  To  the  Southern  planters,  autonomy  was  more 
necessary ;  to  the  Northern  cities,  union  was  more  desirable.  These 
different  interests  and  beliefs  had  already  clashed  in  the  Constitu 
tional  Convention,  in  the  War  of  1812,  in  the  Tariff  Conflict,  in  the 
Missouri  Compromise,  and  the  Abolition  Kiots  and  Debates.  But 
with  1850,  the  word  was  spoken  which  sounded  the  tocsin  for  the 
period  of  Civil  War,  and  that  word  was  secession.  Before  that  date, 
men  in  general  had  hoped  for  compromise ;  after  that  date,  men  in 
general  feared  war.  From  that  date  on,  there  came  a  series  of  ever- 
greatening  conflicts  between  the  slave  and  free  States,  the  Compro 
mise  of  1850,  the  Kansas-Nebraska  Bill,  the  struggle  in  Kansas 
itself,  the  Presidential  campaign  of  18GO.  These  were  the  steps 
which  led  on  to  the  first  shot  fired  on  Sumter.  That  opened  war; 
but  not  even  then  were  the  parties  to  the  conflict  fully  arrayed; 
many  men  believed  that  one  part  of  the  Union  had  no  right  to 
coerce  another  part  to  remain  within  it ;  and  only  when  it  was 
plainly  seen  that  the  North  was  determined  to  preserve  the  Union 


RECORDS   OF   CIVIL   STRIFE.  129 

even  at  the  cost  of  war,  was  the  second  area  of  secession  formed, 
which  added  Virginia,  North  Carolina,  Tennessee,  and  Arkansas  to 
the  Confederacy.  The  war  itself  was  noble  on  either  side ;  nobly 
and  wisely  led,  and  manned  with  heroes,  displaying  the  utmost  of 
human  endurance  and  courage. 

These  are  the  main  lines  that  should  guide  the  work  through  this 
period  of  civil  conflict.  No  period  of  our  history  demands  fairer 
and  juster  treatment,  and  no  period  will  yield  more  in  freeing  the 
mind  from  prejudice,  or  in  forming  a  noble  conception  of  American 
heroism  and  character. 

TEACHER'S  READING  FOB  THE  PERIOD.  —  See  Horace  Greeley's 
Great  American  Conflict,  Hartford,  1864 ;  Jefferson  Davis's  Rise  and 
Fall  of  the  Confederacy,  New  York,  1881 ;  Alexander  H.  Stephens's 
Constitutional  View  of  the  War  between  the  States,  Phil.,  1868  5  Nicolay 
and  Hay,  Abraham  Lincoln :  A  History,  New  York,  1890 ;  Battles 
and  Leaders  of  the  Civil  War,  New  York,  1887;  both  the  life  of 
Lincoln  and  the  Battles  and  Leaders  of  the  Civil  War  were  in  the 
Century  Magazine  from  1885-1889.  For  a  collection  of  original 
materials,  very  rich  and  full,  see  Frank  Moore's  Rebellion  Record, 
New  York,  1864,  1865,  in  eight  volumes,  a  publication  now  very 
difficult  to  buy.  It  is  a  collection  of  documents,  contemporary 
incidents,  and  newspaper  clippings.  Mrs.  Mary  A.  Livermore's  My 
/Story  of  the  Civil  War,  Hartford,  1889,  presents  many  aspects  of  the 
war  not  usually  thought  of,  aspects  of  camp,  hospital,  and  home  life. 
An  excellent  collection  of  war-poetry  is  Francis  E.  Browne's  Bugle- 
echoes.  Of  capital  importance  are  the  lives  of  Seward,  Grant,  Lee, 
Sumner,  and  the  other  great  figures  of  the  war  period.  See,  too, 
McPherson's  Political  History  of  the  United  States  during  the  Great 
Rebellion,  1860-1864,  Washington,  1864, —  a  treasury  of  documents 
and  statistics. 


130  STUDIES   IN    AMERICAN   HISTORY. 


STUDY  1,  THE  FUGITIVE  SLAVE  LAW, 

Summary  of  points  to  be  made. 

The  Fugitive  Slave  Law,  or  the  Compromise  of  1850. 
Between  whom  made. 

The  slave  States  of  the  South  and  the  free  States  of  the 

North. 

By  whom  proposed  and  written,  —  Henry  Clay. 
By  whom  debated  in  the  Senate. 

Clay,  Calhoun,  Webster,  and  Davis  for  it. 

Sunnier,  Seward,  against  it. 
What  it  gave  to  the  South. 

The  power  to  recover  slaves  escaped  into  the  free  States. 
What  it  gave  to  the  North. 

The  District  of  Columbia  as  free  soil. 

California  as  a  free  State  by  her  own  choice. 
Arguments  for  it. 

That  it  would  preserve  peace  and  the  Union. 

That  it  would  preserve  Southern  property  for  its  owners. 

The  safety  of  the  slave  States. 
Arguments  against  it. 

Chat  men  cannot  be  property. 

That  our  country  is  the  land  of  freedom. 
Preceding  compromises. 

The  Constitution  of  the  United  States. 

The  Missouri  Compromise. 

SPECIAL  NOTES.  —  Question  4.     See  pp.  240,  242. 

Question  5.     See  p.  243. 

Question  6.     See  pp.  268,  287. 

Questions  7  and  8.  On  the  part  of  the  South  it  was  a  question  of 
life  and  property,  on  the  side  of  the  North  a  question  of  faith  and 
honor. 

See  Article  IV.,  Section  11,  last  paragraph,  of  the  Constitution, 
which  reads  as  follows  :  — 

"  No  person  held  to  service  or  labor  in  one  State,  under  the  laws 
thereof,  escaping  into  another,  shall,  in  consequence  of  any  law  or 


THE   FUGITIVE   SLAVE.  131 

regulation  therein,  be  discharged  from  such  service  or  labor,  but 
shall  be  delivered  up  on  claim  of  the  party  to  whom  such  service  or 
labor  may  be  due." 

Question  10.  The  Abolitionists  could  only  reply,  as  they  did, 
that  the  Constitution  was  wrong. 

Question  13.     See  p.  214. 


STUDY  2,  THE  FUGITIVE  SLAVE, 

Summary  of  points  to  be  made. 

The  fugitive  slave  law  at  work. 

Difficulties  in  the  way  of  carrying  it  out. 

The  fact  that  slaves  could  run  and  hide. 

The  fact  that  slave  States  were  bordered  by  free  States. 

The  determination  of  Abolitionists  to  help  slaves. 

Popular  sympathy  with  a  runaway  slave. 
Reasons  of  Abolitionists  for  opposing  this  law. 

The  belief  that  slaves  were  men,  and  not  property. 
Reasons  which  made  it  hard  for  a  slave  to  escape. 

His  color  and  his  ignorance. 

The  law  against  him. 

Lack  of  money. 

Hard  for  him  to  get  work,  as  a  colored  stranger. 

No  hearing  in  courts  of  law. 
Safe  refuges  for  the  slave  in  Canada,  Mexico,  and  Europe. 

SPECIAL  NOTES.  —  The  Fugitive  Slave  Law  to  a  certain  extent 
defeated  itself,  since  it  made  the  Abolitionists  more  active  than  ever 
before,  and  organized  them  more  completely  into  a  working  opposi 
tion  ;  and  the  knowledge  of  this  help  ready  to  receive  them  greatly 
encouraged  fugitives. 

Question  10.  The  question  touched  upon  here  is  one  of  the  most 
difficult  questions  of  practical  ethics.  It  touches  upon  the  "  irrepres 
sible  conflict "  which  arises  when  a  man  finds  the  laws  of  his  country 
opposed  to  the  "  higher  law  "  of  his  own  conscience  :  if  he  obey  his 
own  conscience,  he  acts  the  part  of  John  Brown  and  the  revolu 
tionists  of  all  time ;  if  he  obeys  the  laws  of  his  country,  and  they 


132  STUDIES   IN   AMERICAN    HISTORY. 

are  in  his  belief  really  iniquitous,  he  wrongs  his  own  soul.  It  is 
probably  not  best  to  bring  the  matter  up  in  its  profounder  aspects, 
but  to  call  attention  to  the  easily  understood  fact  that  the  Aboli 
tionists  did  what  they  thought  was  right,  and  that  in  so  doing  they 
were  breaking  the  laws  of  the  country.  In  later  years,  this  will 
serve  as  concrete  material  for  thought  upon  the  deeper  problems  of 
the  ethics  of  the  situation.  Here  we  are  concerned  with  making  the 
facts  clear  in  their  relations. 

Questions  11  and  13.  Here  the  pupil  is  brought  to  realize  what 
the  force  of  public  opinion  means. 

TEACHER'S  READING.  — There  are  several  printed  accounts  of  the 
escapes  of  fugitive  slaves,  but  the  most  famous  and  most  accessible 
is  that  of  Frederick  Douglass,  as  given  in  the  various  editions  of  his 
autobiography ;  for  the  abolitionist  side  of  the  question,  see  Samuel 
J.  May's  Recollections  of  our  Anti-slavery  Conflict,  Boston,  1869 ;  also 
the  lives  of  Garrison,  Wendell  Phillips,  and  the  other  anti-slavery 
leaders ;  for  the  Southern  side,  see  Reuben  Davis's  Recollections  of 
Mississippi  and  Mississippians,  Boston,  1888. 


STUDY  3,    THE  STRUGGLE  TOR  KANSAS,  1854-1858, 

Summary  of  points  to  be  made. 

The  struggle  for  Kansas,  1854-1858. 
Leading  events  in  the  struggle. 

Entrance  of  Kansas  and  Nebraska  by  settlers. 

Proposal  of  Kansas-Nebraska  Bill  by  Stephen  A.  Doug 
las,  or 

The  Repeal  of  the  Missouri  Compromise. 

REPUBLICAN  PARTY  formed  in  opposition  to  the  intro 
duction  of  slavery  into  the  Territories. 

Free  colonies  sent  from  the  North  into  Kansas. 
Massachusetts  Emigrant  Aid  Company. 

Entrance  of  Missourians  into  Kansas  to  decide  elections 
of  1855. 

Kansas  voted  as  a  slave  State. 


THE  STRUGGLE  FOR   KANSAS,   1854-1858.  133 

Topeka  convention  of  free  settlers  to  dispute  this  result. 
Civil  conflict  in  Kansas  for  three  years,  1854-1858. 
Free  State  men  conquer,  and  make  a  free  constitution. 
Kansas  admitted  as  a  free  State  in  1860. 
Results  following  the  passage  of  Kansas-Nebraska  Bill. 

Formation  of  Republican  Party. 

Settlement  of  Kansas. 

Civil  conflict  in  Kansas. 

SPECIAL  NOTES.  —  Questions  5  and  6.  Since  Kansas  bordered  on 
slave  territory  already,  the  conflict  naturally  took  place  there,  and 
not  in  Nebraska.  It  was  particularly  important  to  the  South,  not 
only  to  have  more  lands  opened  to  her  citizens,  but  also  that  this 
land  should  be  continuous  with  that  she  already  held,  on  account  of 
the  easy  escape  of  fugitive  slaves  when  there  was  a  large  exposed 
border  of  free  State  near.  So  as  regards  Kansas,  Missouri  was  far 
more  vitally  concerned  than  any  other  part  of  the  South. 

Question  7.  The  evidence  goes  to  show  that  the  Missourians 
actually  believed  that  Northerners  were  coming  into  Kansas  in 
swarms,  not  as  actual  settlers,  but  merely  as  voters ;  in  that  case 
they  thought  "  all  fair  in  war "  and  resolved  to  meet  fraud  with 
fraud  and  force  with  force. 

Question  8.  The  immigrants,  for  their  part,  knew  that  as  actual 
settlers  they  had  a  right  to  the  franchise  which  few  Missourians 
possessed. 

TEACHER'S  READING.  —  The  teacher  will  find  no  one  piece  of 
reading  so  instructive,  nor,  indeed,  so  interesting,  as  the  Report  of  the 
Special  Committee  Appointed  to  Investigate  the  Troubles  in  Kansas, 
Washington,  1856,  pub.  doc. ;  see,  too,  Eli  Thayer's  Kansas  Crusade, 
New  York,  1889,  and  John  H.  Gihon's  Geary  and  Kansas,  Phil., 
1857,  and  the  general  authorities  for  the  period. 


134  STUDIES  IN  AMERICAN   HISTOEY. 


STUDY  4,    JOHN  BROWN. 

This  study  should  be  purely  conversational  and  illustrated  with 
readings,  stories,  and  poems,  which  are  everywhere  accessible  on 
this  point.  The  study  does  not  insist  upon  any  fixed  point  of  view 
for  John  Brown's  raid,  but  simply  tries  to  make  clear  that  John 
Brown  himself  was  an  honest,  earnest  man,  who  believed  that  he 
was  serving  God  and  humanity.  What  we  think  of  his  act  is  quite 
another  thing.  We  may  think  him  a  monomaniac,  a  fanatic,  or 
an  instrument  of  God's  providence,  and  can  justify  either  view  by 
reasoning  on  the  facts ;  we  cannot  well  deny  him  the  heart  and 
bearing  of  a  hero,  and  we  cannot  deny  that  he  was  lawless ;  beyond 
that  lies  the  field  of  discussion. 

TEACHER'S  BEADING. — The  two  capital  sources  on  John  Brown 
are  the  special  investigation  of  the  Senate  Committee  on  the  raid, 
and  F.  B.  Sanborn's  Life  and  Letters  of  John  Brown,  Boston,  1885. 
See,  too,  the  Century  article  for  June,  1885,  on  John  Brown  at  Har 
per's  Ferry,  and  in  the  Century  for  July,  1883,  are  reminiscences, 
with  a  fine  portrait. 


STUDY  5,    TEADE  AND   LIFE  IN  THE  FIFTIES, 

Summary  of  points  to  be  made. 
Trade  and  life  in  the  fifties. 

Parts  of  the  country  developing  during  the  fifties. 

The  Far  West,  —  California,  Oregon,  Nevada,  Arizona, 

Colorado,  Kansas,  Nebraska. 
The  Mississippi  Valley. 
Causes  for  the  development  of  the  Far  West. 

The  discovery  of  mines  of  gold,  silver,  etc.,  —  Colorado, 

Nevada,  Arizona,  etc. 
The  slavery  question,  —  in  Kansas. 

The   overland   routes  to  California   through   Colorado, 
Kansas,  Nebraska,  etc. 


TRADE   AND   LIFE   IN   THE   FIFTIES.  135 

Causes  for  the  development  of  the  Mississippi  Valley. 
j  Its  fertility. 

Development  of  the  steamboat  and  the  railroad. 
Rapid  immigration. 
Occupations  of  different  parts  of  the  country  in  18GO. 

New  England,  —  manufactures,  —  cotton,  woollen,  shoes, 

machinery. 
New   York   and    Pennsylvania,  —  manufactures,  —  iron, 

woollen,  cotton,  etc. 
Mississippi  Valley. 

Agriculture,  —  stock  and  wheat  raising. 
Road-building. 

Manufactures  of  flour,  whiskey,  machinery. 
Far  West,  —  mining. 
South,  —  raising  cotton. 

For  English  and  American  markets. 
Character  of  life  in  the  West  in  the  fifties. 
Very  rough. 

Very  hurried  and  excited. 
What  the  South  had  that  the  North  wanted  in  1860. 

Cotton. 

What  the  North  had  that  the  South  wanted  in  1860. 
Cloth,  shoes,  corn,  and  wheat. 

SPECIAL  NOTES.  —  First  Study  on  5.  Question  1.  The  map  should 
be  used  with  this  question,  so  that  the  pupils  can  see  how  Chicago 
was  connected  with  the  water-ways  east,  north,  south,  and  west,  — 
an  important  position,  taken  in  connection  with  the  rapid  develop 
ment  of  steamboat  lines,  and  the  building  of  the  Erie  and  Welland 
Canals. 

Questions  6-10.     Treat  these  questions  conversationally. 

Question  11.  This  Southern  emigration  during  the  fifties  from 
the  older  States  of  the  Atlantic  seaboard  to  Louisiana,  Texas,  and 
Missouri  is  a  fact  not  often  thought  of,  since  it  was  a  movement 
within  the  country,  and  not  connected  with  any  striking  question, 
sucli  as  those  which  made  the  same  sort  of  emigration  into  Kansas 
and  Oregon  so  noteworthy;  yet  this  movement  of  the  Southern 
slave-holder  westward  was  going  on  all  the  time. 


186  STUDIES   IN   AMERICAN  HISTORY. 

Question  12.  This  question  must  not  be  slurred  over,  as  it  is  a 
preparation  for  the  Civil  War,  and  will  come  up  again. 

Second  /Study  on  5.     Question  1.     See  list,  1858. 

Question  2.  This  is  as  good  a  question  as  I  can  suggest  to  call 
attention  to  the  fact  that  in  such  a  new,  distant,  and  young  com- 
miinity  there  was  no  law  and  order,  and  no  power  to  enforce  them. 

TEACHER'S  READING.  —  There  are  many  books  bearing  on  the 
subject  of  this  lesson,  of  the  character  of  those  from  which  the 
extracts  are  taken,  and  of  those  referred  to  under  supplementary 
reading.  See,  too,  the  files  of  Harper's  Magazine  and  of  Harper's 
Weekly  during  this  decade.  For  the  South,  see  further,  Reuben 
Davis's  Recollections  of  Mississippi  and  Mississippians.  Boston,  1888 
or  1889. 

STUDY   6,     ELECTION   OF  LINCOLN  AND   SECESSION   OF 
SOUTH   CAROLINA, 

Summary  of  points  to  be  made. 

Campaign  of  1860. 

Parties  involved  and  principles  represented. 

Republican  —  no  slavery  in  the  Territories. 

Democratic,  Northern  —  local  option  in  the  Territories. 

Democratic,  Southern  —  slavery  to  be    allowed  in   the 
Territories. 

American  National  —  Union,  at  all  costs;  compromise. 
Leading  candidates. 

Republican—  Abraham  Lincoln. 

Northern  Democrat — Stephen  A.  Douglas. 
Results  of  campaign. 

Election  of  Lincoln. 

Secession  of  South  Carolina  from  the  Union. 
Causes  for  excitement  in  this  campaign. 

Kansas  straggle. 

John  Brown's  raid. 

Threatened  secession  of  some  of  the  cotton  States. 
Previous  threats  of  secession  in  our  history. 

Hartford  Convention. 

Nullification  convention. 


THE   QUESTION   OF   THE   HOUR.  137 

Compromises  which  had  prevented  it. 
Missouri  Compromise. 
Tariff  compromise. 
Compromise  of  1850. 

SPECIAL  NOTES.  —  Question*  7  and  8.  The  American  party  was 
the  conservative  party  of  the  period,  thinking  to  avert  disunion  and 
war  by  enforcing  the  fugitive  slave  law  on  one  hand,  and  by  pulling 
down  secession  on  the  other. 

TEACHER'S  BEADING.  —  Frank  Moore's  Rebellion  Record  is  partic 
ularly  full  in  material  both  for  this  and  the  following  lesson. 


STUDY  7,     THE  QUESTION   OF  THE  HOUK, 

Summary  of  points  to  be  made. 

The  question  of  the  hour  —  Union  or  disunion. 
Parties  in  regard  to  it. 
In  South. 

Secessionists,   hoping  for  peaceable   secession  — 

Davis. 

State-loyalists,  disapproving  of  secession,  but  feel 
ing  it  their  duty  to  go  with  their  States  — 
Lee. 

Unionists,  hoping  for  compromise  —  Houston. 
In  border  States,  like  Kentucky. 

Unionists,  hoping  for  compromise. 
In  North. 

Unionists,  but  believing  in  right  of  secession. 
Unionists,  believing  secession  to  be  rebellion. 
Lincoln's  opinion. 

That  secession  by  a  State's  own  action  is  impossible. 
That  the  duty  of  the  President  was  to  hold  to  his  oath. 

SPECIAL  NOTES.  —  Questions  5  and  6.  The  later  course  of  events 
was  so  violent  and  passionate,  that  we  are  too  often  drawn  on  into 
the  midst  of  the  war-spirit  on  either  side,  without  seeing  what  is 
very  noticeable  if  we  turn  back  to  the  records  of  the  day ;  namely, 


138  STUDIES   IN   AMERICAN   HISTORY. 

that  in  both  North  and  South  there  was  a  strong  current  of  opinion 
counter  to  that  which  filially  led  events.  The  question  of  coercion, 
was  almost  as  vital  a  one  and  divided  parties  almost  as  sharply  as 
the  question  of  secession  itself.  All  those  who  believed  our  govern 
ment  a  voluntary  union  of  independent  States,  instead  of  a  nation, 
believed,  of  course,  in  State  sovereignty,  and  as  a  natural  corollary, 
in  the  right  of  secession;  and  from  this,  again,  followed  the  belief 
that  if  a  State  chose  to  secede,  the  other  States  had  no  right  of 
coercion  over  her,  to  compel  her  to  stay  or  return.  There  was  a 
large  body  of  men,  North  and  South,  who  believed  in  the  abstract 
right  of  secession,  but  thought  it  unwise  and  unjust  in  1860;  if  it 
occurred,  however,  no  one  had  any  right  to  interfere  with  the 
seceders.  These  men  in  the  South  tried  to  preserve  the  Union,  in 
the  North  they  tried  to  avert  war ;  their  cry  was  peaceable  secession. 
But  they  were  overborne  in  the  South  by  those  who  thought  the 
time  to  secede  had  come,  and  in  the  North  by  those  who  were 
resolved  to  preserve  the  Union  intact,  even  at  the  cost  of  war. 

Questions  9  and  10.  Houston,  like  many  others  South  and  North, 
felt  that  all  that  was  necessary  was  to  insist  on  the  protection  given 
to  the  slave-owner  by  the  Constitution  and  the  laws,  and  to  make 
the  demand  effective  through  the  set  machinery  of  suffrage  and 
debate. 

Questions  12  and  13.  Lincoln  took  the  simple  ground  that  seces 
sion  was  impossible,  did  not  exist,  and  that  his  business  was  to  go 
on  seeing  that  the  forts,  custom-houses,  post-offices,  courts,  etc.,  were 
run  as  usual  by  meji  loyal  to  the  Union,  and  fit  to  do  its  business  in 
their  respective  places. 

TEACHER'S  READING.  —  On  State  sovereignty,  see  especially 
Jefferson  Davis's  Senate  speech  of  Dec.  10,  1860,  given  in  his  Rise 
and  Fall  of  tlie  Confederacy,  I.  624.  For  the  poor  white's  point  of 
view,  see  Helper's  Impending  Crisis,  a  book  published  on  the  eve  of 
the  war,  which  roused  a  great  amount  of  feeling. 


THE   FORMATION    OF    THE    CONFEDERACY.  139 


STUDY  8.     THE  POEMATION   OP   THE  CONPEDEKAOY, 

Summary  of  points  to  be  made. 

Formation  of  the  Confederacy,  1861. 
Course  of  events. 

Secession  of  the  first  group  of  States,  —  the  Cotton-belt. 
South    Carolina,     Mississippi,  ~\ 

Florida,  Alabama,  Georgia,  >-  T 

T      .  .         ™  '  (  Jan.,  Feb.,  1861. 

Louisiana,  lexas.  ) 

Peace  conference  held  at  Washington. 

Formation  of  Southern  Confederacy,  March,  1861. 

President,  Jefferson  Davis. 

Capital,  Montgomery. 

Refusal  of  the  United  States  to  treat  with  the  Confed 
eracy. 

Attack  on  Sumter,  April. 
Secession  of  the  second  group  of  States. 

Virginia. 

North  Carolina. 

Tennessee,  Arkansas. 
Completion  of  the  Southern  Confederacy. 

Capital  moved  to  Richmond. 

Constitution  of  Confederacy — like  that  of  United  States, 
except 

Declares  Sovereignty  of  each  State. 

Provides  for  full  protection  of  slavery. 

Provides  for  free  trade. 
Property  of  United  States  in  the  Confederacy. 

Forts,  custom-houses,  light-houses,  post-offices. 
Attitude  of  Confederacy  toward  slavery. 

Believed  it  right. 

Believed  negro  naturally  inferior  to  white  man. 

Believed  slavery  would  civilize  the  negro. 

SPECIAL  NOTES.  —  Question  1.  For  lack  of  space,  the  text  has 
had  to  omit  here  the  account  of  the  successive  seceding  acts  of  the 
various  States  j  their  dates  will  be  found  on  p.  372  of  the  list. 


140  STUDIES   IN   AMERICAN    HISTORY. 

Although  the  attack  on  Sumter  is  treated  in  the  next  lesson,  the 
teacher  must  insert  it  in  the  summary  here,  in  order  that  the 
connection  may  be  clearly  seen  between  that  event  and  the  extension 
of  the  Confederacy.  The  first  group  went  out  because  they  judged 
the  time  had  come  for  secession ;  the  second  group  went  out  because 
they  saw  that  force  was  to  be  used  against  the  seceders  ;  that  is, 
they  went  out  on  the  question  of  coercion. 

TEACHER'S  BEADING.  —  For  a  good  short  life  of  Mr.  Davis,  see 
Nation,  Dec.  12,  1889. 


STUDY  9,     THE  PIEST   SHOT  AND  THE   CALL  TO   ARMS, 

Summary  of  points  to  be  made. 

The  fall  of  Sumter. 

Course  of  events. 

Anderson  moves  from  Fort  Moultrie  to  Fort  Sumter. 
Fort  Moultrie  weak. 
Fear  of  attack  from  Charleston. 
No  re-enforcement  from  government. 
Star  of  the  West  driven  back  by  Charleston. 
Report  of  a  Northern  fleet  sent  to  support  Anderson. 
Beauregard  opens  fire  on  Sumter. 
Fall  of  Sumter  into  hands  of  Charleston. 
Effect  of  fall  of  Sumter  —  CIVIL   WAR  begins. 
Lincoln  and  Davis  each  call  for  troops. 
Border  States  still  hope  for  peace. 

SPECIAL  NOTES.  —  Questions  6  and  7.  See  map,  p.  320,  which 
makes  it  very  clear  that  Sumter  was  really  the  key  to  the  situation 
on  account  of  its  central  location,  and  because  it  could  hinder  any 
exit  from  or  entrance  into  Charleston  Harbor. 

The  remainder  of  the  questions  should  be  treated  conversationally. 


THE    SECOND   YEAR    OF   THE    WAR.  141 


STUDY  10.     THE  FIKST  YEAR   OP   THE  WAR,  1861, 

Summary  of  points  to  be  made. 

The  first  year  of  the  war. 

Leading  events  of  the  year. 

Attack  on  and  fall  of  Sumter. 
Completion  of  Confederacy. 
Proclamation  of  BLOCKADE  by  Lincoln. 
Northern  and  Southern  armies  formed. 
Confederate  defences  formed  all  along  frontier  of  Con 
federacy. 

Battle  of  BULL  RUN —  Confederate  victory. 
Centres  of  conflict,  —  along  border  of  Confederacy. 
Virginia,  Kentucky,  Tennessee,  Missouri. 
The  Confederate  coast. 
Prominent  leaders. 

Of  South  —  Beauregard. 
Of  North  —  McClellan. 
Special  study  of  Bull  Run. 
Parties  engaged. 

Northern  army  invading  the  Confederacy. 
Southern  army  defending  the  Confederacy. 
Result  of  the  battle  —  defeat  of  the  North. 
Value  of  this  battle. 

To  the  South  —  encouragement. 
To  the  North  —  knowledge  that  they  must  fight. 
Special  study  of  blockade. 

Hindered  England  from  getting  cotton. 
Hindered  North  from  getting  cotton. 
Hindered  South  from  getting  shoes,  cloth,  guns,  wheat, 
and  corn  (refer  here  to  Study  5,  p.  308). 


STUDY  11,     THE  SECOND   YEAR   OF  THE   WAR, 

Summary  of  points  to  be  made. 

The  second  year  of  the  war.  (Fill  out  as  under  first  year  of  the  war 
from  the  list,  being  careful  not  to  overload  the  summary  with 
details.  Perhaps  the  events  given  in  heavy-faced  letters  in  the 


142  STUDIES    IN   AMERICAN    HISTORY. 

list   are   enough,  but   the  teacher    must  act  on  his  own    best 
judgment,  and  according  to  his  circumstances.) 
Special  study  on  Merrimac  and  Monitor  fight. 
At  Hampton  Roads. 
In  1862. 
.  Between  the  iron-clad  Merrimac  and  the  first  iron-clad 

Monitor. 

Advantages  of  Merrimac  over  Cumberland,  etc. 
Iron-clad. 

Proof  against  shot. 
Could  drive  into  wooden  ships. 
Advantages  of  Monitor  over  Merrimac. 
Smaller  size. 
Less  draught  of  water. 

Revolving  turret.  (This  point  can  best  be  explained 
by  showing  a  picture  of  the  Monitor,  or,  if  that 
is  not  at  hand,  make  a  slight  sketch  on  the  board. 
Pictures  are  to  be  seen  in  the  Century  for  April, 
1885,  and  in  the  Battles  and  Leaders  of  the  Civil 
War.} 

Effect  of  Monitor  fight. 
Navies  of  the  world  change  from  wooden  to  iron-clad  ships  of 

Monitor  type. 
Inventor  of  Monitor  —  ERICSSON. 

SPECIAL  NOTE.  —  Question  8.  This  destruction  of  cotton  acted 
in  two  ways.  It  destroyed  the  only  available  property  of  its  own 
ers,  and  it  prevented  the  North  from  making  any  profit  from  it. 
The  Southern  armies  had  simply  to  choose  between  its  destruction 
by  fire  and  its  confiscation  by  the  Northern  soldiers. 


STUDY  12,  THE  WAR  AND  THE  SLAVE, 

Summary  of  points  to  be  made. 

The  Emancipation  Proclamation. 

Condition  of  the  slave  before  Emancipation. 
In  the  South. 

Still  a  slave. 


THE   WAR   AND   THE   SLAVE.  143 

In  the  North. 

Still  a  fugitive  slave. 
In  the  Union  army. 

Contraband  of  war ;  that  is,  confiscated  property. 
His  condition  after  Emancipation  during  the  war. 
In  the  North,  and  in  the  Union  army. 
A  freedman. 
Often  a  soldier. 
In  the  Southern  Confederacy. 

Still  held  as  a  slave. 

His  condition  in  case  of  Northern  victory  —  freedom. 
His  condition  in  case  of  Southern  victory  —  slavery. 
How  Emancipation  Proclamation  injured  the  South. 

Made  it  impossible  for  them  ever  to  recover  fugitive 

slaves. 

Made  many  slaves  run  away  to  Union  army. 
How  the  slaves  learned  about  Proclamation. 
Their  masters  sometimes  told  them. 
They  told  each  other. 
Good  qualities  shown  by  negro  during  war. 

In  the  South  —  often  faithful  to  their  old  masters. 
In  the  Northern  army  —  brave  soldiers. 

Difficulties  in  the  way  of  a  slave  becoming  an  American  citizen. 
Ignorant  of  many  kinds  of  work. 
Unaccustomed  to  spending  money. 
Ignorant  of  reading  and  writing. 
No  money  to  start  with. 

SPECIAL  NOTES.  —  Question  1.  There  were  slaves  still  in  Dela 
ware,  Maryland,  West  Virginia,  Kentucky,  Missouri,  and  the  Indian 
Territory.  These  slaves  were  freed,  some  of  them  by  State  enact 
ments,  and  all  of  them  by  the  Constitutional  Amendment  of  1865, 
which  abolished  slavery  totally  and  forever  within  the  United 
States. 

Question  14.  The  teacher  can  include  here  as  much  else- as  he 
thinks  wise,  but  the  four  points  referred  to  are  the  introduction  of 
slaves  into  America,  the  protection  of  slavery  by  the  Constitution, 
the  Missouri  Compromise,  and  the  Emancipation  Proclamation, 


144  STUDIES   IN   AMERICAN    HISTORY. 


STUDY  13,     THE  THIED   YEAK    OF   THE  WAE;    CHANCELLOES- 
VILLE,  GETTYSBURG,  AND   VICKSBUEG, 

Summary  of  points  to  be  made. 

Third  year  of  the  war.  (Fill  out  as  for  first  and  second  years  of  the 
war,  avoiding  too  much  detail,  and  using  outline  maps  filled 
out  by  pupils  as  basis  of  the  work.) 

Note,  in  Gettysburg  campaign,  the  connection  of  Morgan's  raid 
with  Lee's  movements  ;  if  successful,  Morgan  intended  to  join  Lee 
in  Pennsylvania.  See  Century  Magazine,  January,  1891. 

SPECIAL  NOTES.  —  Questions  1-8  inclusive  are  to  be  treated 
conversationally. 

Question  15.     See  map  between  pp.  370  and  371. 


STUDY  14.     WAE  PIOTUEES, 

This  lesson  might  be  summarized,  but  it  seems  better  to  treat  it 
conversationally,  leaving  a  general  impression  of  the  spirit  and  cir 
cumstances  of  the  times,  rather  than  to  make  definite  points  to  be 
learned  by  heart  against  the  time  of  examination.  Additional  inci 
dents  should  be  sought  out  and  the  time  spent  in  telling  these 
rather  than  in  examining  the  work  done  on  the  lesson.  The  whole 
lesson  should  appeal  to  the  heart  rather  than  the  head. 

In  addition  to  references  given  in  the  Studies,  see  The  Cave-Dwell 
ers  of  the  Confederacy,  in  Atlantic,  October,  1891. 


STUDIES   15   AND   16,     THE    LAST    CAMPAIGNS   OF  THE    WAE; 
SHEEMAN'S   MAEOH;   GEANT'S  CAMPAIGNS   AGAINST   LEE, 

Summary  of  points  to  be  made. 

Last  years  of  the  war  —  1864-1865. 

States  of  the  Confederacy  controlled  by  Union  armies  at  begin 
ning  of  1864. 
(Fill  out  from  list.) 


ABRAHAM   LINCOLN.  145 

Great  leaders. 

On  side  of  South  —  Lee,  Johnston. 
On  side  of  North  —  Grant,  Sherman. 
Great  campaigns. 

Grant  against  Lee  in  Virginia. 

Sherman  against  Hood  and  Johnston  in  Georgia,  the 

Carolinas,  and  Virginia. 

Sufferings  of  Confederacy  in  last  year  of  war. 
From  Sherman's  devastations. 

Destroyed  food. 

Destroyed  cotton-gins  and  mills. 

Destroyed  cities  and  railroads. 
Lack  of  men,  money,  food. 
Great  events  of  last  years. 

Battles  of  Wilderness  and 
Spottsylvania  Court-house. 
Fall  of  Mobile  —  Farragut. 
Fall  of  Atlanta,  Savannah,  Charleston,  Wilmington  — 

Sherman. 

Fall  of  Richmond. 
LEE'S  SURRENDER. 
Assassination  of  Lincoln. 
Johnston's  surrender. 
Jefferson  Davis  captured. 
Result  of  last  campaigns  of  war. 
Fall  of  Confederacy. 

SPECIAL  NOTES. — Study  on  16.     Question  7.     See  pp.  274,  275, 
of  the  Studies. 


>  Virginia  —  Grant  v.  Lee. 


STUDY  17,     ABKAHAM  LINCOLN, 

This  lesson  should  be  treated  conversationally ;  similar  lessons 
may  be  given  on  Grant,  Lee,  and  on  the  local  hero  of  each  part  of 
the  country. 

For  a  practical  life  of  Lincoln,  those  recommended  in  the  supple 
mentary  reading  are  better  than  the  monumental  work  of  Nicolay 
and  Hay.  They  contain  many  valuable  personal  reminiscences,  and 


146  STUDIES   IN  AMERICAN  HISTORY. 

embody  many  of  Lincoln's  own  words.  See,  too,  Lowell's  Lincoln, 
in  My  Study  Windows,  and  Carl  Schurz's  fine  essay  in  the  Atlantic 
Monthly  of  June,  1891.  For  excellent  portrait,  with  reminiscent 
article,  see  Century,  November,  1890.  Lincoln's  Gettysburg  speech 
with  his  inaugurals  are  published  in  the  Old  South  Leaflets,  and  also 
in  the  Riverside  Literature  Series.  A  book  entitled  Abraham  Lin 
coln's  Pen  and  Voice,  Cincinnati,  published  by  Eobert  Clarke  &  Co., 
is  an  incomplete  but  convenient  collection  of  letters  and  speeches. 

Study  on  18.  This  should  be  a  general  conversational  review  of 
the  war,  preparatory  to  the  study  on  the  list.  Some  time  might  be 
found  here  for  the  study  of  a  local  hero,  or  for  a  talk  on  the  war  by 
an  old  soldier. 


STUDY  19. 

Summary  of  points  to  be  made. 

Period  of  civil  strife  and  war,  1850-1865. 
Causes  of  civil  strife  and  war. 
The  slavery  question. 
The  question  of  State  rights  —  are  the  United  States  a 

nation  or  a  league  ? 
The  question  of  free  trade. 
Old  separation  of  sections  —  in  interests  and  political 

beliefs. 

Leading  events  of  period,  connected  with  civil  strife  and  war. 
Compromise  of  1850. 
Struggle  for  Kansas. 
Formation  of  Republican  party. 
John  Brown's  raid. 
Election  of  Lincoln. 
Secession  of  South  Carolina. 
Formation  of  Confederacy. 
Attack  on  Sumter. 
Civil  War  —  resulting  in 

Emancipation  of  slaves  —  LINCOLN. 

Fall  of  Confederacy  —  GRANT  and  SHERMAN. 


. 

NOTABLE    EVENTS.  147 

Chief  seats  of  the  Civil  War.     (Fill  out  from  outline  maps.) 
Other  notable  events  of  period. 

Admission  of  California,  Minnesota,  Oregon,  and  Kansas 

as  free  States. 
Rounding  out  of  United   States  Territory  by  Gadsden 

Purchase. 

Development  of  mines  in 
California. 
Arizona. 
Colorado. 
Nevada. 
Beginning  of  first  Pacific  railway. 


GKOUP  VII. 


Being  still  in  the  midst  of  Group  VII.,  we  can  do  little  with 
regard  to  events  but  watch  them.  There  are  a  number  of  directions 
in  which  they  should  be  watched  —  for  the  development  of  our 
material  civilization,  with  its  resources  and  inventions,  —  for  the 
list  of  our  great  men,  with  their  notable  achievements,  —  for  the 
course  of  events  along  the  lines  of  what  are  called  popular  ques 
tions,  such  as  the  labor  question,  the  Chinese  question,  the  various 
race  problems.  It  is  just  here  that  the  historical  scrap-book  must 
play  the  largest  part,  and  should  gather  material  from  every  avail 
able  source,  the  teacher  making  sure  that  the  source  of  each  clip 
ping  and  picture  is  given  in  full.  The  file  of  one  of  the  leading 
New  York  papers,  or  of  Harper's  Weekly,  will  be  a  great  desidera 
tum.  The  teacher  will  find  Public  Opinion,  the  North  American 
Review  and  the  Review  of  Reviews  of  great  assistance  in  this  part 
of  the  work.  See,  too,  the  bibliography  at  the  close  of  the  studies 
for  references. 


STUDY  1,     SETTLEMENT   OF  WAR   QUESTIONS, 

Summary  of  points  to  be  made. 

Reconstruction  of  the  Union. 
Preparation  for  it. 

General  proclamation  of  amnesty  for  those  willing  to 

support  the  Union  and  Emancipation. 
Growth  of  Southern  sentiment  in  favor  of  accepting 
Union. 

Emancipation. 
148 


SETTLEMENT   OF   WAR   QUESTIONS.  149 

Plans  for  reconstruction. 
Presidential  plan. 

Re-formation  of  Southern  States  by  loyal  white 

residents. 
Congressional  plan. 

Re-formation  of  Southern  States,  — 

By  exclusion  of  leading  men  of  Civil  War. 
By  help  of  negro  suffrage. 
By  support  of  the  Northern  army. 
Course  of  events. 

Partial  trial  of  Presidential  plan. 

Thirteenth  amendment  to  Constitution,  ABOLISHING 

SLAVERY,  adopted. 
Adoption  of  Congressional  plan. 
Fourteenth  amendment  to  Constitution,  making  negroes 

citizens,  adopted. 

Great  disorder  and  misery  and  strife  in  South. 
Withdrawal  of  troops  and  all  seceding  States  readmitted 

to  the  Union. 

Slow  settlement  of  affairs  by  Southern  whites. 
Difficulties  in  the  way  of  negro  suffrage. 
Ignorance  of  negroes. 
Interference  of  "  carpet-baggers." 

Negro  majorities  in  many  parts  of  the  South,  represent 
ing  "  carpet-baggers." 

Troubles  of  South  during  period  of  reconstruction. 
Presence  of  Northern  troops. 
Great  poverty. 
No  government. 

Negro  and  "  carpet-bagger  "  government. 
No  share  in  general  government. 
No  post-offices. 
The  Geneva  Arbitration. 

Reasons  for  calling  it. 

Loss  of  American  property  by  Alabama,  etc. 
Unwillingness  of  England  to  make  the  losses  good. 
Threatened  war  between  England  and  America. 
Called 

At  Geneva,  Switzerland. 


150  STUDIES    IN   AMERICAN   HISTORY. 

In  1872. 

By  committee  of  five  Arbitrators. 
Xamed  by 

United  States. 
Great  Britain. 
Italy. 

Switzerland. 
Brazil. 
Deciding  in  favor  of  United  States. 

GENERAL  REMARKS.  —  The  complete  history  of  the  period  of 
reconstruction  is  yet  to  be  written ;  the  points  of  view  in  regard  to 
it  were  as  violent  and  as  clashing  as  those  on  the  eve  of  the  war.  To 
one  class  of  men,  the  South  seemed  a  conquered  land  to  whom  it  was 
the  right  of  the  North  to  dictate  laws  and  conditions ;  these  men 
reasoned  that,  the  war  completed,  it  was  now  the  duty  of  the  fighters 
to  secure  the  results  of  the  war,  and  the  great  result  of  the  war  in 
their  eyes  was  the  freedom  and  enfranchisement  of  the  slave ;  and 
if  to  secure  this  in  its  fullest  measure,  force  was  necessary,  force 
must  be  used. 

Another  class  of  men  felt  that  the  results  of  the  war  were 
sufficiently  guarded  by  their  being  accepted  as  a  part  of  the  Consti 
tution,  and  they  were  willing  to  let  the  South  work  out  its  own 
salvation,  on  its  pledge  to  maintain  the  amended  Constitution. 
These  men  were  indignant  at  the  employment  of  force  to  make  and 
uphold  the  new  governments  of  the  South.  Said  Seward,  after 
the  adoption  of  the  Congressional  plan :  — 

"  All  the  representatives  sent  to  Congress  by  the  Rebel  States  in 
1865  have  been  rejected  without  regard  to  their  qualifications  or 
their  loyalty.  All  the  loyal  State  governments  formed  in  1865  have 
been  abrogated,  without  regard  to  their  loyalty,  with  the  exercise  of 
military  force.  .  .  .  Army  officers  have  been  placed  by  Congress  in 
charge  of  the  several  States.  Congress  has  enfranchised  and  dis 
franchised  in  these  States,  just  as  seemed  best  calculated  to  secure 
the  acceptance  of  constitutions  prescribed  by  itself  through  military 


THE   INDIAN   QUESTION.  151 

agents,  in  communities  where  no  rebel  force  has  been  seen  for 
nearly  four  years."  1 

As  for  the  Southerners  themselves,  they  felt  that  no  one  else  could 
understand  their  needs  and  difficulties  as  they  themselves  did,  and 
that  if  there  was  any  value  in  being  Americans,  that  value  consisted 
in  self-government. 

TEACHER'S  READING.  —  Johnston's  article  on  Reconstruction  in 
Lalor's  Cyclopedia ;  Edward  McPherson's  History  of  the  Reconstruc 
tion,  Washington,  1880,  —  a  statistical  and  documentary  source ;  the 
works  of  Seward,  Chase,  Davis,  Stephens,  etc.,  for  this  period  are  of 
prime  value;  Atlantic  Monthly,  XVI.  238,— XVII.  237,— XVIII. 
761,  and  XXXVII.  21 ;  see  Century,  July,  1884,  on  the  Ku  Klux 
Klan;  Cox's  Eight  Years  in  Congress;  Pollard's  Lost  Cause  Regained; 
Pike's  The  Prostrate  State;  Hep  worth  Dixon,  White  Conquest. 

On  Alabama  Claims,  see  Caleb  Cushing,  The  Treaty  of  Washington, 
New  York,  1873. 


STUDY  2.    THE  INDIAN  QUESTION. 

Summary  of  points  to  be  made. 

The  Indian  Question  —  What  shall  we  do  ivith  the  Indian  ? 

Kill  him  —  answer  by  war. 

Educate  him  —  answer  by  schools  at  Hampton,  etc. 

Support  and  take  care  of  him  —  answer  by  reservations. 

Treat  him  like  other  people  —  answer  by  spirit  of  the  Constitu 
tion. 
Important  Indian  wars  since  1865. 

Modoc  War. 

Sioux  War  —  Custer  Massacre. 

Apache  War  —  General  Crooks. 

Nez-Perce  WTar  —  Chief  Joseph. 
Causes  of  Indian  wars  since  1865. 

Invasions  or  losses  of  reservation  lands. 

Indian  interference  with  whites  (Arizona). 

i  Works  of  William  H.  Seward,  ed.  by  George  E.  Baker,  Boston,  1884,  V.  549. 


152  STUDIES   IN   AMERICAN    HISTORY. 

GENERAL  KEMARKS.  —  This  lesson  should  be  largely  conversa 
tional  in  character.  In  regard  to  the  way  in  which  the  children 
should  themselves  be  influenced  to  answer  this  question,  perhaps 
we  can  only  be  sure  of  one  answer  being  good ;  it  is  certainly  worth 
while  to  civilize  them  as  rapidly  as  possible  and  as  far  as  possible. 
Until  they  are  to  a  certain  extent  ready  to  enter  into  our  life,  it  is 
possibly  not  quite  right  to  throw  them  out  into  the  general  struggle 
for  existence.  Yet  this  might  be  the  quickest  way  to  force  civiliza 
tion  upon  them.  It  is  probably  also  perfectly  safe  to  maintain  that 
political  interference  with  Indian  affairs  has  always  been  disastrous. 

For  the  work  at  Hampton,  see  Harper's  Monthly,  Vol.  XLVIL  p. 
672;  for  a  reference  map  showing  Indian  Reservations,  see  Dunn's 
Massacres  of  the  Mountains,  Harper's,  1886,  a  valuable  book  on  the 
Indian  wars  of  the  post-bellum  period.  See  Poole's  Index  under 
appropriate  headings  ;  for  Crook's  campaigns,  see  Captain  John  G. 
Bourke's  On  the  Border  tvith  Crook,  New  York,  1891. 


STUDY  3,    THE  IMMIGRANT, 

Summary  of  points  to  be  made. 

Immigration  into  United  States. 
Composed  of. 

(Fill  up  from  lists  brought  in  answer  to  Question  1.) 
Causes  of. 

Poverty  and  misery  at  home. 

Larger  wages  in  United  States. 

More  land  in  United  States. 
Reasons  to  oppose  immigration  of  Chinese,  etc. 

Because  they  lower  wages. 

Because  they  bring  in  strange  habits  of  living. 
How  to  change  immigrants  into  Americans. 

Educate  them. 

Give  them  the  chances  of  Americans. 


THE   IMMIGRANT.  153 

GENERAL  REMARKS.  —  In  this,  as  well  as  in  the  following  lessons, 
the  method  should  be  largely  conversational.  The  teacher  should 
try  both  in  this  lesson  and  in  that  on  the  Indian  Question,  to  make 
the  pupils  feel  that  the  subject  is  a  question,  whose  answer  is  still 
uncertain. 

TEACHER'S  READING.  —  See  References  in  List  of  Books  at  end 
of  Studies,  pp.  404-408.  See,  too,  Poole's  Index  under  headings 
of  Immigration,  Emigration  and  Chinese.  See  the  Forum,  October, 
1890,  for  a  particularly  strong  article  against  Chinese  immigration. 

Studies  4  and  5.  The  best  work  which  the  teacher  can  do  here 
can  be  done  conversationally.  He  and  the  pupils  will  doubtless  be 
able  to  bring  new  material  to  enrich  these  lessons  ;  with  each  new  bit 
found,  let  the  teacher  ask,  What  does  this  tell  us  ?  The  questions 
given  are  intended  in  an  unusual  degree  as  mere  suggestions,  and 
the  teacher  should  by  no  means  be  confined  by  these. 

SPECIAL  NOTES. — Study  5.  Question  11.  There  are  essentially 
three  Pacific  roads  in  the  United  States  —  the  Central,  the  Northern, 
and  the  Southern  or  Santa  Fe.  These  are  the  great  through  lines. 

TEACHER'S  READING.  —  For  the  new  South,  nothing  can  be  more 
inspiring,  and  put  us  more  into  sympathy  with  the  condition  of  our 
new  South,  than  Henry  W.  Grady's  New  South,  New  York,  1870 ; 
see  Warner's  South  Revisited  in  Harper's,  March,  1887;  one  of  the 
best  books  is  Susan  Dabney  Smede's  Memorials  of  a  Southern  Planter. 

For  the  Great  West,  see  Supplementary  Reading  in  Studies; 
also  a  series  of  articles  on  The  New  Northwest  in  the  Century  Magazine 
for  1882  and  1883  ;  see  same,  March,  1887,  for  article  on  Dakota,  and 
see  March  and  May  of  1888  for  articles  of  Theodore  Roosevelt  on 
ranch-life;  Theodore  Roosevelt's  Hunting  Trips  of  a  Ranchman, 
Putnams,  1886 ;  for  the  opening  of  Oklahoma,  see  H.  S.  Wicks's 
article  in  Cosmopolitan,  September,  1889. 

Study  6.  This  study  is  a  lesson  in  politics  rather  than  history, 
and  is  intended  as  such,  since  it  shows  how  history  runs  right  into 
politics,  and  how  history  is  only  past  politics.  It  brings  the  pupil 
face  to  face  with  the  idea  that  as  far  as  the  questions  of  to-day  are 
concerned,  they  can  only  be  answered  by  the  thought  and  actions  of 


154  STUDIES  IN   AMERICAN   HISTORY. 

to-day ;  that  no  book,  that  no  man,  can  tell  us  surely  how  to  answer, 
that  we  must  answer  for  ourselves  as  best  we  can  from  looking  at  the 
facts  of  the  case,  and  that  we  can  give  that  answer,  each  man  for 
himself,  by  the  vote. 

TEACHER'S  READING.  —  See,  in  general,  the  files  of  the  North 
American  Review  and  the  New  York  Nation  over  this  period ;  see 
Century  article  of  October,  1890,  by  H.  C.  Lodge,  Why  Patronage  in 
Office  is  Un-American;  on  tariffs,  trusts,  and  this  class  of  subjects, 
see  Putnam's  catalogues,  since  this  firm  makes  a  specialty  of  such 
works ;  for  full  history  of  the  ballot-reform,  see  Nations,  June  6,  and 
August  29,  1889,  and  November  20,  1890. 


STUDY  7,    LIST  OP  IMPOETANT  EVENTS,  1865-1891, 

Summary  of  points  to  be  made. 

History  of  completed  Union,  1865-1891. 
Developing  parts  of  country  — 
The  "  New  South." 

The  States  of  the  Rocky  Mountain  region. 
Addition  made  to  our  territory  —  Alaska. 
Quarrels  and  troubles  of  period. 
Indian  wars  —  see  Study  2. 
Reconstruction  troubles  in  South  — see  Study  1. 
Carpet-baggers. 
Ku  Klux  Klan. 

Threatened  wars  with  England  —  settled  by 
Geneva  Arbitration. 
Behring  Sea  Conference. 
Anti-Chinese  crusade  —  Pacific  Slope. 
Troubles  with  Mormons  —  Utah. 
Great  labor  strikes  —  Pittsburgh,  New  York,  Chicago. 
Socialist  riot  in  Chicago. 
Lynching-mobs  —  Cincinnati,  New  Orleans. 
New  parties  in  politics. 

Prohibition  party  —  Labor  party. 
Independents  —  Mugwumps. 


LIST   OF    IMPORTANT   EVENTS,    1865-1891.  155 

Great  enterprises  and  inventions  of  period. 

Atlantic  Ocean  telegraph. 

Building  of  Pacific  railways  —  ( Northwest  Passage). 

Developments  of  electricity. 
(Fill  out  at  pleasure.) 
Political  corruptions  of  period. 

Credit  Mobilier. 

Whiskey  Ring. 

Corruption  of  the  ballot. 

Corruption  of  the  civil  service. 

GENERAL  SUGGESTION.  —  It  would  be  well  to  have  a  manuscript 
continuation  of  this  list  kept  in  connection  with  the  historical  scrap- 
book.  To  aid  in  this,  see  HazelFs  Annual,  and  the  other  annual 
publications  of  this  sort.  If  there  be  time,  an  excellent  character- 
study  on  this  later  period  may  be  made  of  the  life  of  President 
Garfield.  See,  for  such  a  study,  besides  his  life  and  works,  the 
articles  and  portrait  in  Century  Magazines  of  December,  1881,  and 
January,  1884. 


If,  at  any  time,  any  teacher  would  like  to  communicate  with  us 
personally,  either  for  information,  help,  or  to  give  us  suggestions  as 
to  desirable  alterations  in  the  Studies,  we  will  be  very  glad  to  reply. 
Address  in  the  care  of  D.  C.  Heath,  5  Somerset  St.,  Boston,  Mass. 


14  DAY  USE 

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